Even as early as kindergarten, children start to use their counting skills to solve simple problems (Kilpatrick, Swaford, & Findell 2001). This study is based on research conducted in a primary school where a majority of 27 students aged between 7 and 9 had serious difficulties in problem-solving in mathematics. The students were studied over an extended period and were interviewed face-to-face. These interviews were videotaped, studied and analyzed and the relevant data extracted. The results are examined in this article. The findings disclosed a number of weaknesses in counting strategies when attempting simple addition problems. The study aims to investigate of the reasons for the poor performance and offer appropriate remedial actions. Copyright © 2018 Global Business Research Journals.
|Journal||International Journal of Research in Teaching, Learning, Creativity & Technology|
|Publication status||Published - 2018|
CitationKwan, Y. L. L. (2018). Investigating the reason for low achievement amongst early learners of mathematics: Counting assessment. International Journal of Research in Teaching, Learning, Creativity & Technology, 2018(1). Retrieved from https://globalbizresearch.org/education/issues.php?id=255