Exploring the Impact of a Targeted Mediated Learning Intervention on the Mathematical Ability of Grade 5 Learners Experiencing Mathematical Difficulties
| dc.contributor.author | Cooke, Belinda | |
| dc.contributor.supervisor | Amod, Zaytoon | |
| dc.date.accessioned | 2024-11-14T07:52:41Z | |
| dc.date.available | 2024-11-14T07:52:41Z | |
| dc.date.issued | 2024 | |
| dc.description | A research report submitted in partial fulfillment of the requirements for the degree of Masters in Educational Psychology to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, 2024 | |
| dc.description.abstract | This preliminary investigation took place in a South African private remedial school and presents the case study of three Grade 5 learners experiencing mathematical difficulties. The study aimed to establish whether a 12-week mediated learning intervention (Feuerstein (2009) From Unit to Group (FU2G)) would have an impact on the learners’ mathematical ability as well as on their deficient cognitive functions related to mathematics. The sample included three learners, a teacher trained in the FIE-Basic programme, and a remedial teacher responsible for remedial mathematics classes with the learners. Class mathematics test marks and scores from mathematics-related Wechsler Individual Achievement Test, Third Edition (WIAT-III) (Wechsler, 2009) subtests were used as a measure of mathematical ability before and after the intervention. Data was also collected through semi-structured interviews with both teachers and the completed FU2G instrument booklets. A qualitative assessment of deficient cognitive functions related to mathematics was based on the Feuerstein list of deficient cognitive functions. Qualitative evaluation of the participants’ performance on the WIAT-III subtests before and after the intervention was not notably different. Due to considerable difference in the content of each term’s class mathematics assessments, qualitative interpretations of the participants’ mathematics class test marks were not pursued in the findings. The findings revealed that the FU2G intervention resulted in some positive changes in each learner’s deficient cognitive functions related to mathematics. The learners’ WIAT-III subtest performance as well as these positive changes are discussed in relation to each participant’s learning difficulties and neurodiversity. Overall, the participating teachers had a positive perception of the use and benefits of the mediated learning experience intervention. | |
| dc.description.submitter | GM2024 | |
| dc.faculty | Faculty of Humanities | |
| dc.identifier.citation | Cooke, Belinda. (2024). Exploring the Impact of a Targeted Mediated Learning Intervention on the Mathematical Ability of Grade 5 Learners Experiencing Mathematical Difficulties [Master’s dissertation, University of the Witwatersrand, Johannesburg]. | |
| dc.identifier.uri | https://hdl.handle.net/10539/42464 | |
| dc.language.iso | en | |
| dc.publisher | University of the Witwatersrand, Johannesburg | |
| dc.rights | © 2024 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg. | |
| dc.rights.holder | University of the Witwatersrand, Johannesburg | |
| dc.school | School of Social Sciences | |
| dc.subject | From Unit to Group Instrument, Feuerstein Instrumental Enrichment, Mediated Learning Intervention, Mathematical Learning Difficulties | |
| dc.subject.other | SDG-4: Quality education | |
| dc.title | Exploring the Impact of a Targeted Mediated Learning Intervention on the Mathematical Ability of Grade 5 Learners Experiencing Mathematical Difficulties | |
| dc.type | Dissertation |