It was observed and noticed that primary one pupils faced difficulties when writing numerals 1 to 30. Therefore, the study was conducted as the result of the need to aid primary one pupils to overcome their problems of writing numerals using selected pre-number activities such as tracing in sand, matching games and copying and tracing as intervention strategies.
Action research design was employed for the study. Tests and observations were used as instruments for data collection and the data collected were analyzed using frequencies and simple percentages. The purposive sampling technique was used to determine the sample size for the study. The sample size was made up of fourteen boys and twelve girls.
Pupils were taken through an intervention period lasting for five weeks. After the study was completed, pupils performance improved remarkably hence it was concluded that the use of pre-number activities such as tracing in sand, matching games, copying and tracing enhances pupils performance in numerals identification and writing.
Table of Contents
CHAPTER ONE: INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Objectives of the Study
Research Questions
Significance of the Study
Limitations of the Study
Delimitations of the Study
Organisation of Test of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Overview
Concept of Numbers and Numerals
Numeral Identification
Reading and Writing Numerals
Importance of Teaching Number and Numerals
Causes of the Inability of Pupils to Identify and Write Numerals
Selected Activities to Teach Identification and Writing of Numerals
What you will need when using tracing and copying to teach numeral writing
Matching Games
Summary of Chapter
CHAPTER THREE: METHODOLOGY
Overview
Research Design
Setting
Population
Accessible Population
Sample Size
Sampling Technique
Research Instruments
Pre-Intervention
Intervention Technique
Intervention Implementation
Week one (1)
Week two (2)
Week three (3)
Week four (4)
Week five (5)
Problem Encountered
Data Collection
Data Analysis Procedure
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION
Overview
Post-test one
Post-test 2
Post-test 3
Post-test 4
Post-test 5
Discussion of findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
Overview
Summary
Conclusion
Recommendations
Research Objective and Focus
The primary objective of this study is to assist primary one pupils at Osubonpanyin/Ateitu Municipal Assembly Primary School in overcoming their challenges with identifying and writing numerals from 1 to 30 through the application of practical, developmentally appropriate pre-number activities.
- Action research design within a primary school setting
- Development of pedagogical strategies including sand tracing and matching games
- Analysis of visual discrimination skills in early numeracy
- Improvement of pupil engagement through play-way learning techniques
- Evaluation of pre-test and post-test performance metrics
Excerpt from the Book
Sand tracing
sand tracing is an early childhood learning activity in which children practice writing of numerals in the sand with their fingers (Karen, 2014). Its purpose is to help children learn how to trace numerals on their own, while allowing for tactile and sensorial experience. The sand box is a wooden box with about 3-inches rim around it, with enough fine coloured sand to cover the bottom. A plastic shoe box size tub can also be used for a sand tray (just make sure the bottom is completely flat) and the sand tray must be changed very often. To teach children how to use the Sand tray, first select some Sandpaper numerals that the child is familiar with; show one card at a time, tracing it with your own fingers and sounding it out as you trace. Then place the card above the tray and trace the numeral in the sand, sounding out the numeral as you go. Shake the tray lightly to reset the sand and “erase” the numeral. Pass numeral cards and sand trays to the children and encourage them to repeat the actions. The use of sand tray in teaching writing and identification of numerals aids children in their physical development. There are different ways in which children can benefit from sand play. When they use sand trays, the effort of lifting and positioning their trays develops their gross motor skills. It also strengthens his muscles. Moreover writing in sand also aids in hand-eye co-ordination (Vikas, 2007).
Chapter Summaries
CHAPTER ONE: INTRODUCTION: This chapter establishes the foundational necessity of early mathematics education and outlines the specific problem of numeral recognition and writing among pupils at the selected primary school.
CHAPTER TWO: REVIEW OF RELATED LITERATURE: This section examines existing theories and expert perspectives on numerical concepts, the importance of early number sense, and the effectiveness of various tactile teaching activities.
CHAPTER THREE: METHODOLOGY: This chapter details the action research design, participant demographics, and the step-by-step implementation of intervention strategies such as sand tracing, tracing cards, and matching games.
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION: This chapter presents the quantitative results from pre-tests and a series of post-tests, demonstrating the progressive improvement in pupils' performance throughout the intervention.
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION: This chapter summarizes the research findings, confirms that the study’s objectives were met, and provides recommendations for teachers and educational authorities to enhance numeracy instruction.
Keywords
Action Research, Early Childhood Education, Numeracy, Numeral Identification, Sand Tracing, Matching Games, Visual Discrimination, Mathematical Proficiency, Pedagogical Strategies, Primary One Pupils, Number Sense, Intervention, Skill Development, Play-way Learning, Mathematics Education.
Frequently Asked Questions
What is the primary focus of this research?
This research focuses on addressing the difficulties encountered by primary one pupils at Osubonpanyin/Ateitu M/A Primary School in identifying and writing numerals from 1 to 30.
What are the central themes covered in the study?
The core themes include the development of early number sense, the role of visual discrimination, the importance of tactile learning experiences, and the effectiveness of play-based intervention strategies.
What is the main goal of the study?
The goal is to improve the pupils' ability to recognize and accurately write numerals through the implementation of specific, developmentally appropriate pre-number activities.
Which scientific method was employed?
The researcher employed an action research design, which involves a reflective, solution-driven approach tailored to address specific issues within a classroom setting.
What topics are discussed in the main body?
The main body covers theoretical literature on numeracy, the methodology for implementing interventions like sand tracing and matching games, and a detailed analysis of the improvements in pupils' test results.
What are the characterizing keywords of this work?
Key terms include Action Research, Numeral Identification, Sand Tracing, Early Childhood Numeracy, and pedagogical strategies for mathematics.
How did the researcher assess the initial skill level of the pupils?
The researcher conducted a formal pre-test at the beginning of the study to establish a baseline of the pupils' existing abilities to identify and write numerals 1-30.
What effect did the intervention have on pupil performance?
The intervention demonstrated a progressive improvement in pupils' performance; after the final implementation stages, the entire sample achieved scores that were categorized as "above average."
Why was the "sand tracing" activity considered effective?
Sand tracing was found to be effective because it provides tactile and sensorial experiences that help children develop hand-eye coordination and gross motor skills while learning numeral shapes.
- Arbeit zitieren
- Seth Badu (Autor:in), 2018, Using Pre-Number Activities to Help Primary One Pupils to Identify and Write Numerals 1 to 30, München, GRIN Verlag, https://www.grin.com/document/427418
