1.

Introduction

According to a report titled Asia and Pacific Program of Educational Innovation for Development (1987) provided by inistry of Education! remedial teac"ing is process in inistry of Education alaysia #"ic" c"ildren $it" learning problems are given practical and effective Approac"es (Program) in education% &urriculum Development &entre (198')! in t"e conte(t of re"abilitation program )*+, specific measures underta-en to "elp students $it" specific learning problems in t"e basic s-ills of reading! $riting and arit"metic% ."ey s"ould be restored as soon as t"e problem can be detected and determined%

,emedial education is different from regular education or teac"ing% .eac"ers $"o teac" special remedial classes are trained teac"ers in institutions providing remedial education courses suc" as universities! colleges teac"er nor t"e teac"er education institutes eit"er in t"e country or outside country% As a result special remedial teac"ers $it" speciali/ed e(pertise for overcome t"e problems faced by poor students%

."e concept of t"e ne(t special remedial education is remedial education is based on t"e diagnosis of $ea-nesses and difficulties faced by pupils% *efore t"ey are placed in special remedial education classes t"ey $ill follo$ t"e procedures as set out in t"e flo$ c"art implementation of special remedial education programs suc" as identifying students $it" learning disabilities and ma-e an initial assessment on t"em% Individual approac"es! suc" as "olding special classes are small and a fle(ible curriculum t"at can be adapted to enable pupils master t"e s-ills of reading! $riting and counting% In teac"ing s-ills! special education teac"ers s"ould facilitate recovery of motion $or- in teac"ing and learning so t"at students can implement it! get satisfaction and master t"e s-ills being taug"t%

As a teac"er! I also run a remedial program at my sc"ool% ."is paper! I $ill discuss t"e remedial classes $"ic" "eld for four pupils in year 0 for mat"ematics% ."e topic I "ave c"osen is 1.ime1% I conducted t"e remedial classes is to ensure t"at all students master basic s-ills level 1 in t"e topic of 1.ime1! $"ic" can identify t"e time using t"e cloc-%

."roug" t"is remedial programs t"e remedy poor students also "ave t"e opportunity to get t"e same rig"ts as en2oyed by t"eir peers to engage in social activities $"et"er inside and outside of t"e classroom% 3ailure students to participate in social activities in t"eir sc"ool by itself can overcome "aving t"eir special remedial education programs in sc"ools% 4ence t"ese recovery pupils $ill get t"e appropriate services and facilities to t"e level of t"eir mental abilities $it"out t"e e(istence of suspicion and concern by certain parties%

2.0

Course Description

I conducted t"e remedial classes $"ic" "eld for four pupils in year 0 for mat"ematics% I face problems to memori/e t"e multiplication tables during t"e learning process especially $"en teac"ing t"e topic of multiplication and division% ."is is t"e situation in my sc"ool $"ere mat"ematics teac"ers find t"e students of t"is sc"ool are very $ea- in t"e multiplication tables%

.eac"ing and learning ob2ectives to multiply and divide topic in t"e classroom depends on mastering multiplication tables% #ea- in t"e multiplication problem so significant among 5ear ' students at t"is sc"ool%

at"ematics teac"ers "ave to train t"e students to read during t"e teac"ing and learning multiplication tables % .eac"ers also need to focus full attention on t"e tables $"en teac"ing t"e topic of multiplication and division% At t"e same time teac"ers also need to focus more in t"e calculation% In addition! teac"ers also conduct remedial classes for students $"o are $ea- in t"e calculation%

astery of multiplication tables into a problem t"at complicates t"e teac"ing and learning of multiplication and division topics in t"e classroom % 5ear ' pupils s"ould master t"e multiplication tables in 5ear 6 and use t"e tables to calculate sentences multiply and divide topic given by t"e teac"er%

Performance of pupils in 5ear ' in

at"ematics Assessment .est s"o$ed t"at almost

07 8 of t"e students failed to master t"e minimum level of 9rade &% In terms of t"e number of students obtaining e(cellent grades namely 9rade A also discouraged from ot"er classes in t"is sc"ool%

&alculation problems on :uestions involving multiplication and division are given a very significant problem among 5ear ' pupils at t"is sc"ool% Pupils also face problems multiply and divide t"e same in ot"er topics suc" as $eig"t! volume and ot"ers% ."is is because t"e students "ave to solve multiplication and division calculations in t"e topic%

3.0

Course Objective

."e ob2ective of t"is study $as to identify t"e level of computing s-ills among t"e tables in 5ear ' pupils in my sc"ool% astery of counting tables includes t"e ability of students to get e(cellent mar-s% ,esearc"ers also identify t"e factors t"at become barriers for 5ear ' pupils to master t"e multiplication tables% 3actors suc" as student bac-ground! parental education level! parental support! sc"ool environment and peer influence and memori/ation%

."is study aims to identify t"e control tables 5ear ' pupils can count on

at"ematics

sentence given% In addition! t"e $ea-nesses and errors students made on a regular basis in t"e computation of multiplication and division and to identify t"e factors t"at become a barrier to t"eir dominance among t"e tables%

In t"is conte(t! pupils in 5ear ' $ere c"osen because t"ey are going to be facing t"e public e(amination of t"e Primary +c"ool E(amination .est (;P+,) in t"e coming years% 3urt"ermore! some of t"ese students "ave already completed in t"e education of level one%

4.0

Course Outcome

*y end of t"e program pupils multiply any t$o numbers $it" t"e "ig"est product of 177 777% Pupils e(posed to various strategies in multiplication! suc" as! multiples of a number! benc"mar-ing of tens! "undreds! and so on% Introduce to pupils some properties of multiplication% Pupils $ill be able to multiply t"ree<digit numbers $it" 177 and t$o<digit numbers% Pupil able to provide regular e(ercise of recalling basic facts of multiplication! follo$ed by multiplication e(ercises in t"e vertical form of multiplication number sentences% Pupils can names of multiplication properties need not be introduced%

5.0

Rationale for t e Course

In t"e course of teac"ing multiplication topic! I found a number of pupils in year ' face problems in t"e mastery of tables% y observations also found students -no$ solve multiplication operation but due to not dominate t"e multiplication tables! students could not ans$er correctly% In addition! t"roug" testing conducted tables! some students do not master t"e multiplication tables $ell% et"od memori/es and as-s t"at applied in t"e teac"ing and learning process failed to attract students to memori/e multiplication tables%

Introduction to ne$ met"ods s"ould be able to move t"e motivation of students in t"e teac"ing and learning process% ."is $as stated by .eng-u +arina (077=) t"at t"e purpose of t"e use of various met"ods of teac"ing and learning is internal motivation moving students to remain interested in teac"ing% astery of multiplication tables for pupils is very important% If t"e problem is not addressed! it $ill cause problems to t"e students to continue learning ot"er topics involving multiplication operation%

."roug" my observation! students -no$ "o$ to solve multiplication operation but could not ans$er accurately because t"ey $ere not mastered multiplication tables% Previously! students $ere as-ed to memori/e multiplication tables and before beginning t"e process of

teac"ing and learning $ill be as-ed to read t"e tables<tables selected by t"e teac"er% *ased on t"ese observations! students can read t"e tables $ell $it" t"eir peers% ."is is because students $"o "ave memori/ed t"e multiplication tables can read $ell and clearly $"ile t"e student is not able to memori/e t"e multiplication tables only by t"e ot"er partners% ."erefore! t"ey are still not able to memori/e t"e multiplication tables cannot be detected by t"e teac"er%

According to &ooper (199')! some students find patterns are useful in learning multiplication% ."erefore! t"is study focused on magical bo( met"ods! $"ic" "elp students in mastering multiplication tables 6 to 9 and so can ans$er :uestions involving t"e multiplication of any number by t$o and one digits% ."roug" t"is met"od! students only need to -no$ every step to compile t"e numbers and recogni/e numbers larger or smaller numbers% ."is met"od can "elp students to build tables 6 to 9 easily and :uic-ly% ."is is supported by studies conducted by A/i/i *in 4u >aey +ubeli and ?ee (0717)! entitled Effect et"od in ultiply s-ills% agic *o(

agic bo( is a grid t"at contains a specific se:uence number for t"e purpose of multiplication% It consists of nine s:uares% In t"e plots! t"e numbers compiled for t"e purpose of multiplication% ultiplication using t"e magic bo( actually applying patterns to facilitate multiplication of numbers because it involves t"e arrangement of numbers t"at ma-e up a particular pattern of numbers%

5.1

!ar"et #upils

."e study involved ' students of year '% ."ese students are among t"e $ea-er students t"roug" t"e mastery of basic multiplication tables diagnostic tests performed% .able 1 s"o$s t"e $ea- students and t"e scores obtained from t"e test before taug"t of magic bo( tec"ni:ue%

?ame of Pupils +"arvin .amilarasi +ivanesan )esavartini .able 1

.otal

ar-s(17) 6 0 0 1

*ased on >I?;+ test in early 0716! t"e ac"ievement of t"e study participants $ere in t"e very $ea- and did not pass t"e test >I?;+% Participants selected for t"is study is among t"e students $"o do not pass t"e test >inus! particularly in t"e multiplication% ."roug" information from t"e remedial teac"er! t"e participants of t"is is t"at students are in a category $as $ea- in 5ear '%

$.0

Duration of t e course

I "ave conducted t"e remedial program for four $ee-s% I "ave run four activities to ac"ieve t"is remedial program% ."e first $ee- I introduced t"e met"od of magic bo(% In t"e second $ee- I give activity $ee-! I do activities are agical *o( $it" table $"ic" ?ot &omplete% #"ile in t"e t"ird agic *o( $it" Empty .ables% In t"e fourt" $ee- I teac" "o$ to

construct t"e multiplication tables%

%.0

Content of t e Course 3or pupils $"o are :uite difficult considering t"e basic multiplication facts involving

multiplication tables = to 17! under t"e met"od is suitable and practical for t"em% After e(amining a number of e(amples given! students may be trying to ans$er t"e :uestions provided%

&onstructing of multiplication table is useful and given $it"out memori/ing need and *elieve everyt"ing becomes easy $it" smart tables% ."is met"od $ill allo$ teac"ing t"e pupils to understand or -no$ t"e multiplication tables more easily $it"out "aving to remember or memori/e t"eir multiplication tables% .able 0%7 s"o$s t"e smart multiplication table%

.able 0%7 @ne of t"e subtopic t"at I "ave taug"t are added ultiply as repeated operations% In "is

met"od multiplication operation $ill be $rite in vertical and "ori/ontal% #"ile to do added ultiply as repeated operations t"e pupils can see t"e number of lines added a recurrence% E(ample line numbers s"ould be implemented is as s"o$n in figure 6%7%

3igure 6%7

I "ave also used t"e multiplication of cross lines met"od to ac"ieve my goal% ."is activity is a group activity t"at involves students% *uild models using s-e$ers% +tudents can sit in groups and build a model based on t"e :uestions% 3igure '%7 s"o$s t"e e(ample of cross lines met"od%

' 3igure '%7 ( ultiplying 1 digit by 1 digit! ' ( A)

Activity of magic bo( is also provided to t"e studentsto improve t"eir understanding of t"e topic of interest and multiply% I "ave provided a complete sc"edule magic bo( $it" numbers% +tudents only need to add t"e numbers in t"e tables built using t"is met"od% In t"is stage! I give students opportunities to $or- in pairs to complete t"is magical bo( of multiplication tables 6 to 9% I use t"is met"od for t"e cooperative to conduct t"e proposed study by &"an 5a$ Bong (0711) in $"ic" "e proposed cooperative learning in t"e e(ecution of t"is magic bo(% 3igure A%7 s"o$s t"e e(ample of magic bo(%

1 ' 7

0 A 8

6 = 9

3igure A%7 ( ultiplication bo( for tables 6! 7 and 9) &.0 #s'c olo"ical #rinciples

.o ac"ieve t"is remedial course! variety of met"ods and teac"ing tec"ni:ues used a variety of met"ods in t"eir teac"ing as inductive or deductive approac" and various met"ods C tec"ni:ues teac"ing% 3or e(ample! brainstorming! discussion C :uestion and ans$er! carry out e(perimental and investigative activities! demonstrations! pro2ects! role play and simulation%

In t"e process of "elping t"e students master mat"ematics s-ills especially in double< digit t"ree<digit multiplication $it" regrouping! t"e appropriate or suitable approac" is t"e constructivist approac"% &onstructivism is a t"eory about -no$ledge and learning attract! motivate and facilitate students1 understanding% In addition! constructivism suggests c"ildren actively construct -no$ledge based on t"eir e(isting -no$ledge% +aunders (1990) also e(plained t"at constructivism is a process $"ere a person builds t"eir o$n understanding of a science t"at $as presented to "im by using past e(perience and -no$ledge adapted by "im% In

t"is constructivist approac"! student<centered learning environment is an important student and teac"er acts as a facilitator%

According "ttpDCC$$$%my<rummy%com in mat"! c"ildren $ill usually be taug"t using concrete ob2ects so t"at t"ey gain e(perience t"at $ill be applied to associated $it" mat"ematical learning $ill be studied in t"e future%

."e implication of t"is constructivist approac"! it can be stated t"at! teac"er acts as a facilitator $"o "elps students build -no$ledge and solve problems! teac"er acts as a teac"ing designers t"at provide opportunities for students to build ne$ -no$ledge! teac"ers $ill identify students1 prior -no$ledge and plan t"eir teac"ing met"ods to t"e nature of t"e -no$ledge base and -no$ledge belonging to students is a result of t"e activities performed by students and non<teac"ing is received passively%

&onstructivist approac" are described by ?i- A/i/ ?i- Pa in t"e &urriculum Development &entre (0771)! constructivism is not"ing more t"an a commitment to t"e vie$ t"at "uman beings construct t"eir o$n -no$ledge% ."is means t"at any -no$ledge possessed by an individual is t"e result of t"e activities performed by t"e individual and not any information or passively received instruction from outside% )no$ledge cannot be transferred from t"e mind of an individual to anot"er individual t"oug"t%

&onstructivist approac" is very important in t"e learning process as students are encouraged to build t"eir o$n concept of $"at is learned to relate to t"eir e(isting -no$ledge% In t"is process! students en"ance t"eir understanding of t"ings%

&.0

C aracteristics of !ar"et (udience

y target group consists of four 5ear ' pupils $"o $as found to "ave problems multiply t"ree<digit number $it" t$o digits t"at involve regrouping% ."ese students are among t"e medium pupils and bet$een t"e ages of 17 years%

As a mat" teac"er! I found four pupils from 5ears ' could not ans$er properly training provided especially :uestions involving multiplication of t"ree<digit number $it" t$o digits t"at involve regrouping% #"en I as-ed t"e students! t"e topic t"ey feel very confusing and cannot be missed! t"ey stated t"at t"ey did not understand $"at t"ey "ave learned in t"is c"apter % +tudent ans$ers gave me a great blo$ as a mat" teac"er % I felt my met"od of teac"ing less effective to t"em% +tudents also do not $ant to ta-e part in learning process% In my vie$! $it" emp"asis on activities and student participation and training drills provided in t"e classroom is enoug" for t"ese students master t"ese concepts% *ut students still find t"at t"ere are still "ave not been able to ans$er t"e given :uestions% ."e focus of my case study is to solve t"e problems of my students $"o failed in solving t"e problem of multiplication of t"ree<digit number $it" t$o digits t"at involves t"e collection of t"e four pupils in year '%

ultiplication s-ills are very important in mat"ematics% If it cannot be controlled by t"e students! t"ey $ill "ave difficulty in ans$ering multiplication :uestions and related :uestions in t"e future% *y "elping students to master concepts! students $ill be able to s"o$ -een interest in ma-ing e(ercises or activities for t"is topic and be able to ans$er :uestions correctly in sc"ool tests and e(ams%

).0

!eac in" *et ods

."e met"ods of teac"ing mat"ematics are t"e study psyc"ologists and education on "uman learning $ay% ."ese met"ods are useful and effective in t"e delivery process and mat"ematical s-ills and concepts problem solving% .o ac"ieve t"e ob2ectives of teac"ing and

learning! teac"ers s"ould understand t"e rules of t"is lesson and try to master t"e tec"ni:ues of teac"ing t"ese met"ods (?g +e$ 4ong! 1999)% +tudent<centered teac"ing is a means to increase student participation in t"e teac"ing and learning process and see-s to encourage students to be active and not passive! increase "ig"er<order t"in-ing s-ills! increase self<confidence! giving students t"e opportunity to ma-e presentations and spea-! encouraging pupils to generate ideas and provide opinion! encourage students to build -no$ledge and create an atmosp"ere of cooperation among students% I c"ose t"e concept because as a $ise teac"er s"ould perform "is duties $ise to loo- for opportunities an(ious to c"oose appropriate teac"ing met"ods for ac:uiring t"e concept and -no$ledge%

Constructivisme...an approach to learning in which learners are provided the opportunity to construct their own sense of what is being learned by building internal or relationship among the ideas and fact being taught. *oric" E.ombari (1997) Educational P"yc"ology! A &ontemporary Approac"%

In t"e process of "elping t"e students master mat"ematics s-ills especially in double< digit t"ree<digit multiplication $it" regrouping! t"e appropriate or suitable approac" is t"e constructivist approac"% &onstructivism is a t"eory about -no$ledge and learning attract! motivate and facilitate students1 understanding% In addition! constructivism suggests c"ildren actively construct -no$ledge based on t"eir e(isting -no$ledge% +aunders (1990) also e(plained t"at constructivism is a process $"ere a person builds t"eir o$n understanding of a science t"at $as presented to "im by using past e(perience and -no$ledge adapted by "im% In t"is constructivist approac"! student<centered learning environment is an important student and teac"er acts as a facilitator%

I1m using t"e observations met"od in t"is study% ."is observation $as made during t"e process of teac"ing and learning in t"e classroom! in response to :uestions t"at run! c"ec-ing "ome$or- and e(ercises in t"e classroom% Diagnostic test $as conducted to test t"e actual level pupils can calculate or find t"e ans$er for t"e product of any number $it" one or t$o digits%

3rom t"e observations made during t"e process of teac"ing and learning! found students ta-e some time to build a multi<purpose tables tables (B+P9) and I also find t"at t"e tables are constructed tables "ave incorrect values% ."is leads to students not able to complete t"e multiplication operation properly% In addition! students ta-e about five to ten minutes to complete t"e multiplication operation% ."is observation is not formally sc"eduled as it occurs spontaneously in t"e classroom% 4o$ever! note s"ould be made to ans$er t"e many :uestions of #"o! #"at! #"en! #"ere! #"y and 4o$

9iven diagnostic test "ave 17 :uestions to be completed by t"e student $it"in 67 minutes% 67<minute given inade:uate and pupils are not able to be completed a fe$ :uestions% ."is is because! t"ey ta-e a long time to prepare t"e sc"edule tables (B+P9)%

Anot"er met"od t"at I use is t"e intervie$ in $"ic" it is done informally in t"e student target group% ."is intervie$ can indirectly identify t"e e(act cause could not master students remember and memori/e% It $as done at random to pupils $"o "ave a problem I found in multiplying t"ree digits by t$o digits%

Fuestionnaires $ere prepared and distributed to t"e students to get information related to at"ematics and multiply t"ree<digit number $it" t$o digits t"at involve regrouping% ."is form is to be filled in by t"e students to get t"e rig"t information% Pre<test $as conducted to test t"e actual performance of pupils in t"e title 1 ultiplying #"ole ?umbers ;p to one million1% Pre<test counseling session conducted before t"e start% Pre .est Fuestions consists of 17 sub2ective :uestions and t"e students are re:uired to s"o$ t"e $ay $or-ing on t"e test paper% It is using t"e GPaper and PencilG% ."e response time is 67 minutes% Pupils $ill be called and placed in a classroom to conduct t"is pre<test% Distance bet$een student seat set t"at is $it"in four feet to prevent t"em from copying in t"e test% Pupils $ill be reminded t"at t"ey are not allo$ed to imitate because it $ill cause t"e results from t"e pre<test $ill be discredited%

10.0

(ctivities

10.1

*a"ic +o,

In t"e first stage! I introduce students t"e met"ods of magic bo(% I "ave provided a complete sc"edule magic bo( $it" numbers% +tudents only need to add t"e numbers in t"e tables built using t"is met"od% In t"is stage! I give students opportunities to $or- in pairs to complete t"is magical bo( of multiplication tables 6 to 9% I use t"is met"od for t"e cooperative to conduct t"e proposed study by &"an 5a$ Bong (0711) in $"ic" "e proposed cooperative learning in t"e e(ecution of t"is magic bo(%

In second stage! pupils are given a complete sc"edule magic bo( $it" t"e order number% At t"is stage! students are given a table $it" a magic bo( number order is not complete% ."is is to "elp students master t"e met"od of t"is magical bo( in t"e build tables 6 to 9% Pupils are also given t"e opportunity to $or- in pairs to complete t"is magical bo(%

In t"e end! students are given only empty table magic bo( $it"out any numbers% +tudents must compile numbers before building t"e tables using t"is met"od% In t"is stage! students $ill master t"e met"od of constructing tables use t"is magic bo( because t"e students "ave gone t"roug" t"ree stages according to t"e level easy to difficult levels%

10.2

Cross -ines *et od

."is activity is a group activity t"at involves students% As per first step! build models using t"e stic-% +tudents can sit in groups and build a model based on t"e :uestions% After t"e students play $it" t"e stic-! t"e teac"er can connect to t"e Hedic diagram using t"e model% .eac"ers teac"ing met"ods for dra$ing diagrams of easy to difficult% ."en! transfer t"e numbers from t"e Hedic diagram to form algorit"ms% 4o$ever! t"e teac"er s"ould s"o$ t"e result of t"e algorit"m and not t"e traditional algorit"ms%

Pupils given drills to follo$ t"e steps from easy to difficult% ."is is also to "elp students to be able to master t"is met"od in t"e form of a diagram of t"e grid% In ensuring t"at pupils are able to understand t"e cross<line met"od in t"is diagram! training and drills given to t"e students%

4.3

(ctivit' .#istol and /ammer.

."is activity is a group activity t"at involves students for eac" student $ill use four pieces of different colored transparent paper% +tudents need to ma-e t"e bo( t"e same si/e on eac" paper% +tudent dra$s a gun and a "ammer $it" t$o transparent s"eets of paper of different colors% ."en! it $as cut% ."e paper is cut in t"e middle of eac" bo( to be "ole number%

4.4

0!r' !o 1 o2 2 at 3ou /ave445

."ese activities include t"e operation of a combination of :uestion difficulty levels easy% Eac" student $as given a set of :uestions given 07 minutes to ans$er t"e :uestion% ."e teac"er as-ed students to indicate t"e ans$ers on t"e $"ite board and must e(plain to t"e class "o$ you got t"e ans$er% ."e teac"er "as as-ed students :uestions to disconnect t"e number s"o$n on t"e $"ite board% +tudents $"o ans$er correctly and "ave a complete step given one point and one point $ill be deducted if t"ere is an error in t"e calculations% All students earn points and total points $ill be ta-en to t"e ne(t activity% A student is allo$ed to as- for tips on ans$ering t"e teac"er to "elp t"em get t"e rig"t ans$er%

4.4.1 Observation of Try To Show what You Have!! Activities

Pupils seem very interested in t"is activity because t"is activity does not re:uire t"em to ans$er a number of :uestions t"at many compulsory! suc" as sc"ool $or- assigned by t"e teac"er% +o! t"roug" t"ese activities t"ey are given t"e freedom to try to ans$er t"e :uestions

t"ey $ant% ."ey also "ave free time to t"in- about t"e rig"t $ay for eac" ans$er% ."roug" t"is activity! t"ey become bolder loo- to $rite t"eir ans$ers on a $"ite board and e(plain to ot"er students on "o$ to resolve t"e :uestions correctly% All students are actively engaged in t"is activity and all students "ave ans$ered t"e :uestions given very $ell%

4.5

6uic7 !est

.eac"er distributes a set of :uestions t"at contains =7 :uestions% .eac"er e(plains "o$ to ans$er% Pupils are re:uired to ans$er all :uestions in A minutes% ."en t"e teac"er c"ec-s your ans$ers $it" t"e students% *asically! I $ill conduct t"e Fuic- test after eac" teac"ing session% ."e aim is to strengt"en t"eir memory on t"e basic multiplication facts% 3rom teac"er observations! t"is target group can ans$er all =7 :uestions in t"e time frame $it" all t"e ans$ers are correct% ."ey can ans$er $it" more calm and able to complete it earlier t"an t"e stipulated time% ."e findings of t"e analysis form individual ac"ievement%

I am very satisfied $it" t"e ac"ievement of t"ese students t"an previous teac"ing sessions% ."ere is a significant c"ange in t"at t"ey are able to ans$er :uestions correctly $it"in t"e stipulated time frame% ore encouraging is! pupils can complete in advance of t"e time period and "ave e(tra of time to c"ec- t"eir ans$ers%

11.0

*aterials

.o "elp remedial students $"o are $ea- in mat"! teac"ing materials is very important% .eac"ing aid is t"e most important factor in determining t"e success of educational programs!

raising boost students desire to learn somet"ing and to ma-e learning better and more interesting% .eac"ing aids $as not a isolated nature of t"e teac"ing and learning process% Accordind to ?ora/ia" Abdul 4amid (1981D 0)! entitled G.eac"ing .ools in >anguage .eac"ing!G aids Gmust be regarded as a solid part of t"e process% It aims to increase t"e smoot"ness of t"e relations"ip bet$een teac"er and pupil! and vice versa! fello$ students or t"e students and "elp t"em speed up t"e process of understanding%

aterials t"at is used in t"is study is dice! basic multiplication &ards ! Initial &ard 9ame 3orm of t"e performance analysis! cloc-! $or-s"eet t"at contains =7 :uestions *asic multiply! individual performance analysis form! A' papers! c"ec-list! printing material!mar-er pens% anila card (17 pieces)! Printing

12.0

!eac er !rainin" and (ttitudes

."e ob2ective of remedial teac"ing is to give additional "elp to pupils $"o! for one reason or anot"er! "ave fallen be"ind t"e rest of t"e class in t"e sub2ects of at"ematics% &"ildren $it" learning difficulties "ave t"e same psyc"ological needs and c"aracteristics as ot"er c"ildren% +ome of t"em! "o$ever! may be less able to organi/e t"eir perceptions or to compre"end abstract ideas and concepts% +ome may "ave poor memory! poor level of motivation! s"ort span of attention in $or- situations or associated be"avioural problems% Above all! o$ing to encounters of failure t"ey tend to "ave lo$ e(pectations of t"emselves and! "aving rarely distinguis"ed t"emselves at sc"ool! also "ave lo$ aspirations%

It must also be noted t"at most of t"e learning difficulties pupils in remedial classes encounter may not be $it"in t"e c"ild! but are relative to t"e conte(t $"ere t"e learning is ta-ing place! suc" as t"e family bac-ground of t"e c"ild! t"e p"ysical and learning environment of t"e sc"ool! and t"e pupilsI peer groups% @nce $e understand t"is! $e $ill begin to vie$ our pupils from a different perspective and try to accept t"eir learning difficulties as a transient and soluble problem% #e $ill begin to see our pupils as c"ildren $"o can be taug"t and "elped to overcome t"eir learning difficulties%

It is essential for a remedial teac"er to understand t"oroug"ly t"e strengt"s and $ea-nesses of t"eir pupils so t"at appropriate teac"ing approac"es can be adopted to meet t"eir individual needs% Alt"oug" t"ese pupils are lo$ academic ac"ievers! t"ey are not necessarily limited in abilities or t"at t"eir attainment $ill remain permanently lo$% #it" proper remedial "elp! t"e use of stimulating teac"ing strategies! and closer supervision and more individual attention! t"ese pupilsI interest in learning $ill be aroused and t"ey $ould ma-e better progress% ."e trained teac"er and remedial teac"er s"ould -no$ t"at t"e main aim of remedial teac"ing is to "elp pupils $"o "ave fallen be"ind to learn to t"e best of t"eir ability and to bring t"em bac- into t"e mainstream classes as far as possible%