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Using information and communication technology to support Grade 6 learners with dyscalculia
Dissertation (MEd)--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613621323825152 |
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| access_status_str | Open Access |
| author2 | Ferreira, Ronel |
| author_browse | Ferreira, Ronel |
| author_facet | Ferreira, Ronel |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/79222 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:00.799Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/79222 Using information and communication technology to support Grade 6 learners with dyscalculia Ferreira, Ronel lindi.cronje4@gmail.com Stols, Gerrit H. Cronje, Lindi-Anné UCTD Dyscalculia Information Communication Technology Intervention strategies Mathematical skills Non-parametric Education theses SDG-04 Education theses SDG-09 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2020. Dyscalculia implies difficulty in acquiring mathematical skills and requires intervention that focuses on the acquisition of the necessary basic mathematical skills. Against this background the purpose of this study was to investigate how Grade 6 learners with dyscalculia may be supported by implementing an Information Communication Technology (ICT) intervention, with a specific focus on number sense and basic mathematical skills. I followed a nomothetic quantitative approach and employed a quasi-experimental design, using a pre-test, followed by an ICT intervention and then a post-test with a small sample of Grade 6 learners that displayed learning difficulties in Mathematics. I combined convenience and purposive sampling to identify two full- service primary schools and utilised non-probable and purposive sampling to select 24 participants, randomly assigning them to either an experimental or control group. Following implementation of the six-week ICT intervention, the scores of all pre- and post-test were documented as data. For the ICT intervention, I used the Number Race application, the Sheppard Software mathematical applications, more specifically Math Lines (addition, multiplication), Math Man (rounding, addition, multiplication), Pop the Balloon (add and order), and The Rockseries. I then completed non-parametric data analysis by utilising the Statistical Package for the Social Sciences (SPSS 25) to test the formulated hypotheses and draw conclusions about the possible value of the ICT intervention. The findings of the study indicate that an ICT intervention can have (i) a positive effect on some aspects of number sense with learners experiencing difficulties in Mathematics, however, (ii) although an improvement in mathematical skills was evident, it was not statistically significant. Better results may be possible when additional software are included or more time is spent on such an ICT intervention to teach basic mathematical skills like adding, subtracting and multiplying after the improvement of number sense. Educational Psychology MEd Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure SDG-10: Reduced inequalities 2021-04-06T07:22:16Z 2021-04-06T07:22:16Z 20/10/02 2020 Dissertation Cronje, L 2020, Using information and communication technology to support Grade 6 learners with dyscalculia, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/79222> S2020 http://hdl.handle.net/2263/79222 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Dyscalculia Information Communication Technology Intervention strategies Mathematical skills Non-parametric Education theses SDG-04 Education theses SDG-09 Education theses SDG-10 Using information and communication technology to support Grade 6 learners with dyscalculia |
| title | Using information and communication technology to support Grade 6 learners with dyscalculia |
| title_full | Using information and communication technology to support Grade 6 learners with dyscalculia |
| title_fullStr | Using information and communication technology to support Grade 6 learners with dyscalculia |
| title_full_unstemmed | Using information and communication technology to support Grade 6 learners with dyscalculia |
| title_short | Using information and communication technology to support Grade 6 learners with dyscalculia |
| title_sort | using information and communication technology to support grade 6 learners with dyscalculia |
| topic | UCTD Dyscalculia Information Communication Technology Intervention strategies Mathematical skills Non-parametric Education theses SDG-04 Education theses SDG-09 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/79222 |