Mathematics (math) is a school subject that often causes problems for pupils. If teachers want to help the pupils, they should identify their learning disabilities in time and take adequate measures.
In theoretical part we have defined the pupils’ general and specific learning disabilities in mathematics, what causes them and what characteristics pupils that struggle with math have. We have presented recommendations and assistance measures more thoroughly which teachers can use to help pupils learn mathematics, mainly within a remedial class. We have also presented the impact of didactic games on mathematics.
In empirical part we have researched how remedial math is being taught by class teachers, what ways of teaching they implement, what opinions pupils from second to fifth grade have on remedial math and how efficient didactic games in third grade remedial classes actually are.
The results of our research have shown that the use of teaching aids and didactic games, as well as individual work and clear instructions, are the most effective ways of teaching in remedial classes. On the other hand, collaborative learning, pair- and small group work have been rated to be the least effective ways of teaching. Pupils prefer solving tasks directly on the board as well as playing didactic games, however they do not favour large amounts of worksheets and early morning lessons. They wish to have more mathematical games, pair- and group work. To sum up, the research has shown that the use of didactic games, as a way to acquire and consolidate knowledge in a remedial class, is efficient yet a great learning motivation.
Our research offers teachers the guidelines for teaching remedial math including some concrete examples of didactic games. The readers are given an insight on how teachers carry out remedial math and what opinions pupils have on remedial classes.
|
