Influence of Use of Learning Materials in Teaching of Mathematics Essay

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CHAPTER ONE: INTRODUCTION 1.0 Introduction This chapter will highlight the following sub-sections of the research proposal: Introduction, Background information to the study, Statement of the problem, the purpose of the study, significance of the study limitations and delimitations and operational definition of terms used in the study. 1.1Background to the study The use of learning-teaching materials in teaching mathematics has a long tradition and solid research history. Learning-teaching materials not only allow students to construct their own cognitive models for abstract mathematical ideas and processes, they also provide a common language with which to communicate these models to the teacher and the learners. In addition to the ability of learning-teaching materials to aid directly in the cognitive process, learning-teaching materials have the additional advantage of engaging children and increasing both interest in and enjoyment of mathematics. Learners who are presented with the opportunity to use learning-teaching materials report that they are more interested in mathematics. Long-term interest in mathematics translates to increased mathematical ability (Sutton & Krueger, 2002). In 2013, the National Council of Supervisors of Mathematics (NCSM) issued a position statement on the use of learning-teaching materials in classroom instruction to improve learner achievement. “In order to develop every learner’s mathematical proficiency, leaders and teachers must systematically integrate the use of concrete and virtual learning-teaching materials into classroom instruction at all grade levels.” (NCSM, 2013)] This position is based on research supporting the use of learning-teaching materials in classroom instruction. For example, Ruzic & O’Connell (2001) found that long-term use of learning-teaching materials has a positive effect on student

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