Small-scale research study Essay Example | Topics and Well Written Essays - 1500 words

Sm entirely-scale research study - Essay ExampleThey were requested to fruit the questionnaires to the researcher upon completion. Since there were just a few teachers who taught mathematics in KS1, they were all recruited for the study, although three were ineffective to participate due to unavailability and scheduling conflicts. The questions in the questionnaires were a product of the researchers supplemental research findings and observations of KS1 classes. Responses for the survey questionnaire have been charted (see Appendix 2). The Likert-scale responses were averaged and the percentages were translated into pie charts. The qualitative remarks added by the respondents were categorised likewise, according to the questions and summarised in the video display of the findings. Analysis of the findings was based on the responses of the studys participants as well as knowledge gleaned from the check of literature. The items were comp bed according to the responses of the parti cipants. Presentation & Analysis of Primary Findings On analysing Questions 1 and 2 on the questionnaire, it was found that all teachers felt their classroom was equipped with teaching aids. 67% agreed this was the case and 33% strongly agreed. The types of materials that classrooms feature include Number lines to 20,30,100 hundred squ atomic number 18s counting/ sorting objects measuring equipment such(prenominal) as rulers, tape measure, deliberateness scales number cards/ flashcards calculators place value equipment number games 2D and 3D shapes Pegs, boards Fractions equipment. Months and dates calendar Coins Block charts make charts Treasure maps Number posters Number books (big teaching books and story books) Workbooks Childrens own work Similar results were obtained in relation to whether teachers felt they had comely manipulative materials to facilitate the development of numeracy skills. 83% agreed with this and 17% strongly agreed. A graph showing these results can be seen below. This shows that while there are materials available in the classroom, fewer teachers strongly agree that there are enough materials for them to effectively facilitate numeracy skills. It is important to line of work that the classrooms have enough concrete materials for the children to learn math concepts with, as Ruthven (1987) contends that it is essential to their learning since they think in more concrete ways. This was found out in the subsidiary research. In the primary findings although everyone agreed that they had enough manipulative materials in their schools, they also said they could always do with more. Some revealed that they also had access to materials which are located in the corridors however these materials are shared by all classes. This means that sometimes materials may not be available because other classes are using them. The manipulative materials which the teachers believed fostered numeracy skill development are cube blocks, counting items such as beads, puzzle games, weighing scale and weight measures and some Montessori-inspired materials such as sequencing sets, measuring cups and math board games. It is evident that the teachers in the primary research knew how these manipulative materials are able to serve as scaffolds to independent and more abstract learning of math, as Bruce & Threlfall (2004) mentioned in the secondary research. As children gained more skills in numeracy, these scaffolds may eventually be done without when they are ready to think more abstractly. Childrens Use of Materials The teachers were then asked if children used the materials independently in