Designing A Place Value Chart to Help Pupils In Basic Three Subtract Three-Digit Numbers

Samsford Atta Frimpong; Kofi Agyeman Dwumfuo; Enoch Soadwa; Felicia Antwi

doi:10.18535/ijsrm/v12i11.el01

Abstract

The action research conducted was about designing a place value chart to help pupils in Basic three, subtract three-digit numbers. The project was undertaken in the Nsuta R/C Primary School in the Sekyere Central District in the Ashanti Region.

The targeted population for the study was Nsuta R/C Primary Three pupils. The population size was 33 pupils, made up of 20 boys and 13 girls. A sample size of 20 pupils was selected for the study, comprising 9 boys and 11 girls. Purposive sampling procedure was considered in selecting the pupils in order to give pupil who needed help the opportunity to participate in the action research.

Instruments used in the collection of data included observation, and test. Related literature review on the research was conducted. Pre- Intervention tests and a post-intervention test were administered. The post-Intervention test results showed tremendous improvement in pupils’ performance. According to the results of the study, primary schools should be encouraged to use materials like place value charts and sticks, especially in the Early Grade levels, to help pupils learn how to solve subtraction problems involving three-digit numbers.

Keywords

Mathematicsplace valuesubtraction

References

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[refR-2] Addae, B. D., 81 Agyei, D. D. (2018). Students' attitudes towards the study of mathematics and their perceived teachers' teaching practices. European Journal of Educational and Development Psychology, 6(2), 1-14.Google Scholar ↗

[refR-3] Ansubel, J. H., Meyer, P. S., & Yung, J. W., (2003). A primer on logistic growth and Substitution: the mathematics of the Log let Lab software. Technological Forecasting and Social Change, 61(3), 247-271.Google Scholar ↗

[refR-4] Burns, A. (2015) The Action Research in ELICOS Program: Refining the Development of a National Model. Cambridge English: Research Notes, No. 60, 4-8Google Scholar ↗

[refR-5] Cohen, L., & Dehaene, S. (2000). Calculating without reading: Unsuspected residual abilities in pure alexia. Cognitive Neuropsychology, 17, 563–583.Google Scholar ↗

[refR-6] Campbell, J. I. D. (ED.) (2005). Handbook of mathematical cognition. New York: Psychology Press.Google Scholar ↗

[refR-7] Duatepe-Paksu A. & Ubuz, B. (2009). “Effects of drama-based geometry instruction on student achievement, attitudes and thinking levels.” The Journal of Educational Research, 102(4), 272-286Google Scholar ↗

[refR-8] Gallistel, C. R., & Gelman, R. (1999). Nonverbal counting in humans: The Psychophysic of number representation. Psychological science 10,(2), 130-137Google Scholar ↗

[refR-9] Gervasoni, A., Giumelli, K., & McHugh, B. (2017). The Development of Addition and Subtractions Strategies for Children in Kindergarten to Grade 6: Insights and Implications. Mathematics Education Research Group of Australasia.Google Scholar ↗

[refR-10] Jordan, K. E., & Brannon, E. M. (2006). The multisensory representation of number in infancy.Proceedings of the National Academy of Sciences of the United States of America, 103(9), 3486-3489.Google Scholar ↗

[refR-11] Lampert, M. (2001). Teaching Problems and Problems of teaching. Yale: University Press. http://www.jstor.org/stable/j.ctt32bpsxGoogle Scholar ↗

[refR-12] Mauhibah, R., & Karso. (2020). Student Difficulties in Addition and Subtraction of Two Digit Numbers. The 2nd International Conference on Elementary Education, 2(1), 618–623.Google Scholar ↗

[refR-13] Meck, W.H, & Church, R.M. (1983). A mode control of counting and timing processes. Journal of Experimental Psychology: Animal behavior Processes, 9(3), 320- 334. https://doi.org/10.1037/0097-7403.9.3.320DOI ↗Google Scholar ↗

[refR-14] Odden, A. & Busch C., (1998). Financing schools for high performance: Strategies forGoogle Scholar ↗

[refR-15] improving the use of educational resources. San Francisco, CA: Jossey-Bass Whalen, J.,Google Scholar ↗

[refR-16] Palling D. (1986) Teaching Mathematics in Primary Schools. Walton, Oxford University Press.Google Scholar ↗

[refR-17] Price, P. (1998). Year three students place value misconceptions: Another look at MAB. Paper presented at the Teaching Mathematics in New times Annual Conference of the Mathematics Education Research Group of Australasia, Gold Coast, QLD. Retrieved from http://www.merga.net.au/publications/counter.php?pub= pub_conf&id= 1803Google Scholar ↗

[refR-18] Robinson, K. M. (2001). The validity of verbal reports in children’s subtraction. Journal of Educational Psychology, 93, 211–222.Google Scholar ↗

[refR-19] Ruth, M. (1987). Teaching Primary Mathematics. London, Sydney, Auckland, Toronto.Google Scholar ↗

[refR-20] Siegler, R. S. (1987). Strategy choices in subtraction. In J. A. Slobada & D. Rogers (Eds.), Cognitive processeGoogle Scholar ↗

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