This paper assessed the mathematics performance of grade five learners as basis for activity sheets. The competence gain in the study of Mathematics is widely used in all spheres of human life. Mathematics plays a key role in shaping how individuals deal with the various spheres of private, social, and civil life。 This justifies the compulsion of the study of the subject by all students who go through basic and secondary education in most countries. Mathematics is therefore a core subject at all levels of education in the Philippines. The findings of the study are that learners have a limited knowledge and understanding of visualizes division of decimal numbers using pictorial models, hence their performance in items on the topic is poor. A great proportion of the learners have serious misconceptions of the inclusion of decimals and division added on students’ understanding of the operation of division and decimal numbers. The study recommends a structured focus on visualizing division of decimal numbers using pictorial models. It recommends clarity for teacher trainers, textbook writers and teachers on what learners need to learn division. It recommends serious exploration of errors and misconceptions on inclusion of decimals on activities and a teaching approach that considers errors and misconceptions as opportunities for learning.
Table of Contents
- Abstract
- Introduction
- Findings
Objectives and Key Themes
The objective of this paper is to assess the mathematics performance of fifth-grade learners and use these findings to develop targeted learning activities. The study focuses on identifying least-learned competencies in mathematics to address knowledge gaps and improve student understanding.
- Least-learned competencies in fifth-grade mathematics
- Student performance and misconceptions in division of decimal numbers
- The importance of visual representation in understanding mathematical concepts
- The relationship between conceptual and procedural understanding in mathematics
- Developing effective learning activities to address identified knowledge gaps
Chapter Summaries
Abstract: This abstract summarizes a study assessing the mathematics performance of fifth-grade learners, focusing on least-learned competencies, particularly in division of decimal numbers and expressing ratios. The poor performance highlights a lack of understanding in visualizing division of decimals using pictorial models and misconceptions related to the inclusion of decimals in division. The study advocates for a structured approach to teaching these concepts, emphasizing visualization and addressing student misconceptions as learning opportunities.
Introduction: This chapter establishes the importance of mathematics education and its impact on various aspects of life. It highlights the significance of academic achievement and the need for practical application of mathematical knowledge. The chapter introduces the study's focus on expressing ratios in simplest form, a key competency in the fifth-grade curriculum, linking it to the development of proportional reasoning and its importance in algebra. The chapter also contrasts conceptual and procedural understanding in mathematics and discusses the challenges faced by fifth-grade learners in understanding division and decimals, setting the stage for the subsequent analysis of least-learned competencies.
Findings: This chapter presents the results of the study, showing that fifth-grade learners demonstrated low mastery in several key mathematical competencies, including visualizing division of decimal numbers using pictorial models (17.39% correct responses), expressing ratios in simplest form (23.91% correct responses), recognizing direct proportions (31.88% correct responses), and estimating products of decimal numbers (32.61% correct responses). The findings indicate a need for targeted interventions to address these specific areas of weakness. The dual nature of competencies (analytical and productive aspects) is also briefly discussed, implying that a wide spectrum of activities is necessary for comprehensive assessment.
Keywords
Mathematics, education, least learned competencies, performance, decimal division, ratio, proportional reasoning, misconceptions, learning activities, pictorial models, conceptual understanding, procedural understanding.
Frequently Asked Questions: Analysis of Fifth-Grade Mathematics Performance
What is the main focus of this study?
This study assesses the mathematics performance of fifth-grade learners, specifically identifying least-learned competencies and developing targeted learning activities to address knowledge gaps. The research centers on understanding student performance and misconceptions, particularly in the areas of decimal division and expressing ratios.
What are the key themes explored in the study?
Key themes include identifying least-learned competencies in fifth-grade mathematics, analyzing student performance and misconceptions in decimal division, the role of visual representation in understanding mathematical concepts, the relationship between conceptual and procedural understanding, and the development of effective learning activities to improve student learning.
What specific mathematical areas did the study address?
The study focused on several key competencies: visualizing decimal division using pictorial models, expressing ratios in simplest form, recognizing direct proportions, and estimating products of decimal numbers. The study also considered the dual nature of competencies, encompassing both analytical and productive aspects.
What were the key findings of the study regarding student performance?
The findings revealed low mastery in several areas: visualizing division of decimal numbers (17.39% correct responses), expressing ratios in simplest form (23.91% correct responses), recognizing direct proportions (31.88% correct responses), and estimating products of decimal numbers (32.61% correct responses). These results highlight a need for targeted interventions.
What are the implications of the findings for teaching practices?
The study suggests a need for a structured approach to teaching these concepts, emphasizing visualization and addressing student misconceptions as learning opportunities. A wide spectrum of activities is necessary for comprehensive assessment and improvement of student understanding.
What is the overall objective of the research?
The main objective is to improve the mathematics performance of fifth-grade learners by identifying their areas of weakness, understanding their misconceptions, and developing targeted learning activities to address these knowledge gaps. This includes improving conceptual and procedural understanding.
What role does visualization play in the study?
The study highlights the importance of visual representation (pictorial models) in helping students understand mathematical concepts, particularly in the context of decimal division. The low performance on tasks involving visualization emphasizes the need to incorporate visual aids in teaching.
How does the study define conceptual and procedural understanding?
The study distinguishes between conceptual understanding (grasping the underlying principles) and procedural understanding (knowing the steps to solve problems). It acknowledges that both are crucial for mathematical proficiency and that weaknesses in either area can hinder overall performance.
What are the key takeaways from the study's conclusions?
The study emphasizes the need for targeted interventions focused on improving students’ conceptual and procedural understanding in specific areas like decimal division and ratio. It stresses the importance of utilizing visual aids and addressing misconceptions directly to enhance learning effectiveness.
What are the keywords associated with this study?
Mathematics, education, least-learned competencies, performance, decimal division, ratio, proportional reasoning, misconceptions, learning activities, pictorial models, conceptual understanding, procedural understanding.
- Arbeit zitieren
- Louie Sanlad (Autor:in), 2020, Comprehensive Analysis on Least Learned Competencies in Mathematics 5, München, GRIN Verlag, https://www.grin.com/document/535597
