Research
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
FOREIGN LITERATURE
According to H.J. Sherman L.I. Richardson G.J. Yard, A major component of the child-centered, systematic teaching approach is content. The discipline of mathematics presents many challenges to dissimilar learners. Mathematics has often been termed the “gatekeeper” of success or failure for high school graduation and career success (National Research Council [NRC], 1989). It is essential that “mathematics . . . become a pump rather than filter in the pipeline of American education” (NRC, 1989, p. 7). A lack of sufficient mathematical skill and understanding affects one’s ability to make critically important educational, life, and career decisions.
Students fall below their expected level of mathematics achievement for a variety of reasons. When asked why they were not as successful in learning mathematics, many people reply that they “never understood math,” or “never liked it because it was too abstract and did not relate to them.” These reasons and others can be categorized, in general, as environmental or personal, individualized factors.
The following Environmental Factors are as follows * Instruction
Mathematics instruction must provide many opportunities for concept building, relevant challenging questions, problem solving, reasoning, and connections within the curriculum and real-world situations. Students who are taught in a way that relies too heavily on rote memorization isolated from meaning have difficulty recognizing and retaining math concepts and generalizations. * Curricular Materials
Spiraling the curriculum provides opportunities for learners to deal with content developmentally over time. Concepts can be built upon and related to previous learning throughout the curriculum as students become more proficient and experienced in mathematics. However, it is critical that the same content not be taught year after year, in almost the same manner of delivery. Students
REVIEW OF RELATED LITERATURE AND STUDIES
FOREIGN LITERATURE
According to H.J. Sherman L.I. Richardson G.J. Yard, A major component of the child-centered, systematic teaching approach is content. The discipline of mathematics presents many challenges to dissimilar learners. Mathematics has often been termed the “gatekeeper” of success or failure for high school graduation and career success (National Research Council [NRC], 1989). It is essential that “mathematics . . . become a pump rather than filter in the pipeline of American education” (NRC, 1989, p. 7). A lack of sufficient mathematical skill and understanding affects one’s ability to make critically important educational, life, and career decisions.
Students fall below their expected level of mathematics achievement for a variety of reasons. When asked why they were not as successful in learning mathematics, many people reply that they “never understood math,” or “never liked it because it was too abstract and did not relate to them.” These reasons and others can be categorized, in general, as environmental or personal, individualized factors.
The following Environmental Factors are as follows * Instruction
Mathematics instruction must provide many opportunities for concept building, relevant challenging questions, problem solving, reasoning, and connections within the curriculum and real-world situations. Students who are taught in a way that relies too heavily on rote memorization isolated from meaning have difficulty recognizing and retaining math concepts and generalizations. * Curricular Materials
Spiraling the curriculum provides opportunities for learners to deal with content developmentally over time. Concepts can be built upon and related to previous learning throughout the curriculum as students become more proficient and experienced in mathematics. However, it is critical that the same content not be taught year after year, in almost the same manner of delivery. Students