TEACHING NUMBER TRACING TO AT-RISK DYSCALCULIA PUPIL: A SINGLE CASE STUDY IN LINUS 2.0 NUMERACY REMEDIAL CLASS IN SANDAKAN, SABAH

Abstract

This study aims to administrate a qualitative single case study about the teaching of number tracing using a new idea which is known as “Reconnecting Learning-Mediated number tracingâ€. This teaching strategy is developed to teach number tracing and to support pupils at-risk of dyscalculia to master number tracing skills which are a prerequisite to learn number writing. This research blends the active learning theory and mediated learning to form a new teaching strategy. Data were collected from a primary school remedial mathematics Miss Z and a pupil at-risk of dyscalculia in Sandakan, Sabah through lesson observations for synthesizing the pupil's learning progression and conducted semi-structured interviews with the particular teacher. On top of that, analysis of documents such as reflective journals and electronic daily lesson plans (E-rph) was performed in order to gain a comprehensive picture of this teaching strategy. Findings reveal that this new teaching strategy was a structured and practical learning to scaffold the pupil who was at-risk of dyscalculia in particular to number tracing. At the end of this study, the pupil was able to rewrite the numbers correctly using LINUS 2.0 numeracy instrument.