Effects of Mathematics Remedial Teaching Using Polloway and Patton’s Teaching Strategy with Graphic Representation Technique for Special Needs’ Students: Multi Case Study
Keywords:
A Solving Problems Ability of Mathematics, Graphic Representation, Special Needs’ Students, Polloway and Patton’s StrategyAbstract
Nowadays, Mathematics learning for 21th century, the problems solving ability is essential for searching and learning. It is difficult to guide students to solve problems since it was a complex skill. The purpose of this study were 1) to study the attitudes of special needs’ students toward learning Mathematics before and after remedial teaching using Polloway and Patton’s teaching strategy with graphic representation technique 2) to compare Mathematics problems solving ability of special needs’ students before and after being taught by using Polloway and Patton’s teaching strategy with graphic representation technique 3) to study development of Mathematics problems solving abilities of special needs’ students before, between and after being taught using Polloway and Patton’s teaching strategy with graphic representation technique. The target groups were 6 of special needs’ students in secondary school in Bangkok. The research instruments consisted of Mathematics problems solving ability test, attitude test, and interview questionnaire. The remedial teaching materials were lesson plans (IIP) using Polloway and Patton’s teaching strategy together with graphic representation technique. The data were analyzed by Mean of Arithmetic Mean, Standard Deviation and Qualitative Analysis.
The results of the study revealed that 1) the attitudes toward Mathematics learning after using Polloway and Patton’s teaching strategy together with graphic representation technique was better than that before using Polloway and Patton’s teaching strategy together with graphic representation, 2) Mathematics problems solving abilities of special needs’ students after remedial teaching by using Polloway and Patton’s teaching strategy together with graphic representation technique was higher than that before remedial teaching using Polloway and Patton’s teaching strategy with graphic representation technique, and 3) Mathematics problem solving ability of the special needs’ students being taught by using Polloway and Patton’s teaching strategy together with graphic representation technique were developed respectively.
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