Improving Students Basic

Mathematical Skills

M.P.K. Weeradduwa

Ruwanpura National College of Education.

Kahawatta.
2013

i
 Improving Students Basic
Mathematical Skills

M.P.K. Weeradduwa

2013/RP/ICT/E/F/493

Information Communication Technology

2011/2013

The Action Research completed for academic requirement of National

Pedagogic Diploma Course.

Ruwanpura National College of Education

2013

ii
 Declaration

I declare that this report does not include contents of research work published by any
other or published in the purpose of obtaining a degree or diploma at any educational
institute or university without proper acknowledgment.

.
Signature

M.P.K. Weeradduwa

No.505/1, Wanniyamkulama, Wijayapura, Anuradhapura.

0711755191

iii
 Abstract

I, M.P.K. Weeradduwa, was appointed to R/ Royal College as a teacher trainee to

complete my internship period. It is situated in Ratnapura district, Getangama village. It is
a mix school which consists of nearly 500 pupils and about 40 of staff. In my internship
period I teach Mathematics to grade 6 and 8 and ICT to grade 6, grade7, grade 8 and
grade 9. During my internship period in R/ Royal College a considerable problem was
arisen. Students consider Mathematics as a difficult subject to learn. When I teach
Mathematics in Grade 6 class I identified weaknesses of some students to Mathematics.
They couldnt give answer at least simple mathematical problem. At that time I identified
that they havent knowledge about basic mathematical concepts which are very essential
to learn mathematics. It is a big problem to conduct the learning teaching process.

I conduct this research on that case to develop their basic mathematical skills. Firstly I
gathered information about the students by using observation, documentation and by
holding a pre-test to select the students. From that I selected 5 students for the research.

Through this research I expected to improve the knowledge and skills of selected students
on basic mathematical concepts such as addition, subtraction, division and multiplication
which are essential not only to help learning Mathematics but also help to solve day to
day problems in life. When conducting this research I had to use attractive pictures,
presentations and educational videos in the beginning to set up likeness in students
towards Mathematics. After that I used strategies like giving knowledge about basic
Mathematical concepts in simple to complex and also like giving supportive knowledge
like place values and multiplication table.

According to pre test and post test I think most of the students in my target group had
show a considerable progress of their knowledge of adding and subtracting in
mathematics other than division and multiplication.

When conducting this research I found out that there are few students in classes who do
not have the basic knowledge about Mathematics. Those students face a lot of difficulties
when they attaching with the relevant syllabus to their grade. Therefore they show
hesitation in engaging in learning teaching process. When doing this research I had to
face challenges which help me to develop my career life as a teacher. I had to work with
not only students but also the principal, mentor, school administration, teachers and also
iv
with the parents which help to develop my teacher personality. I had to conduct parents
meetings to discuss with them about their childrens abilities and disabilities. I believe
these opportunities I gained by doing this research will help me to be a successful teacher
in the future.

v
 Acknowledgement

My special thanks go to Mr. Ajantha Nimirathna, the president of Ruwanpura NCoE and
the late president Mr. N.V. Amaradasa for guiding me to make this research a success.

I wish to express my sincere thanks & deep gratitude to my supervision lecturer Mr. M.A
Pushpakumara for the guidance & encouragement given to me during my internship
period.

A lot of thanks Mr. L.M. Gunasekara, who is the principal of R / Royal College, Mr.
U.W.S.D. Sirisena, Mentor of my internship period, Mrs. Neetha Jayawardhana, the class
teacher of grade 6 and all the teachers of R/Royal College for giving me kind co-
operation always.

And also, I would like to thank my internship peer for giving me her fullest support
always.

Also Id like to offer my special thanks to my parents and family members for giving me
their endless help and guidance.

vi
 Content

Topic Page No

Abbreviations viii

List of Tables ix

List of Charts x

Annexure xi

Chapter one

Introduction

1.1 Background of the problem 1-2

1.2 Introduction of the problem. 3-4

1.3. Specific Research Problem 5

1.4 Research Objectives. 6-7

1.5 Literature Review. 8

Chapter two

Intervention

2.1. Plan of the Intervention. 10-11

2.2 Intervention 12-26

Chapter three

3.0 Conclusions and Suggestions 27-28

Annexes 29

Bibliography 53

vii
 Abbreviations

Target group A,B,C,D,E,F,

R/Royal College School

Action Research Research

Information Communication Technology IT

Grade 6 = Class

Mathematics = Maths

viii
 List of tables

Topic Page

Table 2.2.0.1 Marks for the Pre-test and 1st term test on all the students 12

Table 2.2.0.2 Marks of selected students on 1st term test and pre-test 13

Table 2.2.1.1 Marks for the activities given in intervention 1 16

Table 2.2.2.0 Marks obtained for the activities given on addition 18

Table 2.2.2.1 Marks obtained for the activities given on subtraction 19

Table 2.2.2.2 Marks obtained for the activities given on multiplication 20

Table 2.2.2.3 Marks obtained for the activities given on division 21

Table 2.2.2.4 Marks obtained for the activities given on practice Quizzes 22

Table 2.2.2.5 Final analysis on activities given on intervention 2 23

Table 2.2.3.1 Marks of the Post Test 25

Table 2.2.3.2 Marks of pre-test and post test 25

Table 2.2.3.3 Marks of 1st term test and 2nd term test 26

List of charts

Topic Page

Chart 2.2.2.0 Average marks of students on Addition 18

Chart 2.2.2.1 Average marks of students on Subtraction 20

Chart 2.2.2.2 Average marks of students on Multiplication 21

Chart 2.2.2.3 Average marks of students on Division 22

Chart 2.2.2.4 Average marks of students on practice quizzes 23

Chart 2.2.2.5 Overall progress of students 24

Chart 2.2.3.2 Result analysis on pre test and post test 25

Chart 2.2.3.3 Result analysis on 1st term test and 2nd term test 26

ix
 Annexure

Title Page

Annex 1 - Pre-Test 29-30

Annex 2 - Observation sheet 31

Annex 3 - Interview Schedule 32

Annex 4 - Permission letter from the principal for conducting parents meeting 33

Annex 5 - Permission letter from the principal for conducting evening classes 34

Annex 6 - Notification letter for parents regarding the meeting 35

Annex 7 - Letter from parents to conduct classes 36

Annex 8 - Activity 01 37

Annex 9 - Activity 02 38

Annex 10 - Activity 03 39

Annex 11 - Activity 04 40

Annex 12 - Activity 05 41

Annex 13 - Activity 06 42

Annex 14 - Activity 07 43

Annex 15 - Activity 08 44

Annex 16 - Activity 09 45

Annex 17 - Activity 10 46

Annex 18 - Activity 11 47

Annex 19 - Activity 12 48

Annex 20 - Activity 13 49

x
Annex 21 - Activity 14 50

Annex 22 - Activity 15 51

Annex 23 - Activity 16 52

xi
 Chapter 01

1.0 Introduction

1.1 Background of the problem

Before new Educational reforms, Education only based on developing intra personal
abilities. But modern education is based on developing students inter personal abilities.
This is as in 21st century man having to face many challenges and problems.

So that Education also has to be changing the teaching learning methods according to new
world changes. Hence Education is change in to knowledge, attitudes, skills and practice
to build a generation which having an authentic role to school. For that, five common
competencies have been introduced. They are communication, learn to learn, religion
and ethics, environmental activities and sports and leisure. Now the teaching learning
process is based on competencies. Thats why teachers role also changes in to
Transformation role from Transmission role and Transaction role. Now teacher is only a
resource person and students have to do lot of exploration activities with groups. It will
help to build a competent person who has good knowledge, attitudes, skills and practice
about learnt things from the school.

The report published by UNESCO in 1972, learning to be today and tomorrow says as
follows,

Now man lives in a more serious society than ever before. The world that he will enter in
future may be quite different. Creating a person who can bear up the condition of new
world and adapt according to the changing situations is one of one the major endeavors of
education.

School has a great responsibility to activate a purposeful learning process to build a good
person to the outward society. Therefore teacher has to do special something for develop
the students subject knowledge and skills in Mathematics, Science, English, ICT etc. Its
a teacher responsibility. Also teacher should develop the students personality. Also
teacher should give instructions how to work and live friendly and co- operatively.

Now a days people are live in globalized world. So that people should be intelligent.
Mathematics is become a major subject as it is required to every person on every day

1
throughout their life time. In this modern world Mathematics is a major requirement for
every purpose with the whole world. So as Mathematics teachers we have a great
responsibility to improve students mathematical skills. Improving Mathematical skills is
very useful to create a student who can face and win the new world trends.

In year 2013 I started my internship period as an Information Communication

Technology teacher trainee of Ruwanpura National Collage of Education at R/Royal
College. There I was appointed as an ICT teacher for grade 6, 7, 8, 9 and mathematics
teacher in grade 6 and 8 classes.

Then I work in the class room I had to face several problems. One of that was lack of
basic mathematical skills of grade 6 students and I thought it as a requirement of an action
research.

2
1.2 Introduction of the problem

The teacher must be an observer and also a researcher in the class room. And also the
teacher has to face many challenges during the teaching learning process. . Eliminating
the problems in the classroom, and changing the learning and teaching ways should be
done by him/ her after having experiences. Thus the teacher should do researches.
Through an action research we hope to use various techniques to solve a problem arises in
a field.

During the teaching learning process of in grade 6 class I met with a group of student who
showed a lack of knowledge about basic mathematical concept and always who found
difficulties to answer my questions as well as do the activities that I gave in the class
room. Most of the time I couldnt give subject matters well for all the students. I couldnt
achieve the objectives of the taught lessons. I felt that only few students got an idea and
understood the lessons that I taught.

During this period I got the opportunity to correct their mathematics paper of the first
term test and there were very low marks for the particular group of student which I
mention above. While engaging with the curriculum these student show very low
performance and need my special attention and help to hang up with the normal rate of
the process that was going on in the class room. So always I had to go to those students
and repeat everything that I taught to the class. So this was a problem and also a special
disadvantage for the other students in the classroom. All those daily happening were
recorded in my reflective journal.

The first week of May, 9th Thursday, according to the problem I hold the pre-test to check
their knowledge about basic mathematical concepts and the result was exactly the one
which I expected. The particular group of five students had scored the lower marks out of
the class.

On the other hand many more observations were done by me to gather some authentic
experiences. This was a significant technique that I could gather more data. The priority is
given to observe the behavior pattern of the students. There aimed mostly to get to know
the mental strata of the students and how it affects to behavioral change of the students. I
prepared specific check list and gave it to the class teacher and two other subject teachers
to observe their behaviors and put their comment regarding that. Here the observations

3
are more reliable than the interviews as I could gain more reliable data by myself in a real
classroom procedure.

When I was doing lessons I observed them without feeling that I was observing them. I
checked their books, home works some students just write the activities and didnt
complete activities. When I was teaching Mathematic they didnt give attention well.

Always they asked cant understand it teacher, please say it again. Finally I thought to
reduce this problem by doing action research under the research question of How can I
do the intervention to increase the mathematic achievement level of grade 6 students. By
doing this research I hope to give a support to achieve following aims of the school
syllabus of mathematics.

To improve ability to use mathematical knowledge analyzes and solves day to day
problems.
To prepare students for lifelong learning and successful careers using their
mathematical skills.
To develop the skills in pertinent to the practice of mathematics including the
students abilities to formulate the problems, to think creatively and to synthesize
information.
To train students truly in methods of analysis algebra, including the computational
skills appropriate to use when solving problems.

4
1.3 Specific research problem

"Action research is any systematic inquiry conducted by teacher researchers, principals,

school counselors, or other stakeholders in the teaching/learning environment to gather
information about the ways that their particular school operates how they teach, and how
well their students learn. ...(http:// esb.ode.state.oh.us)

As a mathematics teacher I have a great responsibility to develop students mathematical

skills. Because mathematics is very important subject in this globalize world. And also it
is very essential requirement to the society as well as to our day to day activities to give a
proper mathematical knowledge, first of all it is our responsibility to check and develop
their basic mathematical skills. So that I am also develop grade 6B student mathematical
skills by doing this action research. While I was a conducting the lesson I found that there
were a particular group of students who really required to develop in their basic
mathematical knowledge with the concept such as addition, subtraction, multiplication,
division to bring them to the relevant achievement level which other students have
reached.

But I had to create an interest or enthusiasm for mathematics among the students through
my action research. While I was conducting the lesson I show many advantages of this
research, especially student showed an interest to participate for my lesson and also learnt
mathematics enthusiastically like as other subjects.

By doing this research I expect to achieve following objectives.

To create an interest in student to learn mathematics.
To improve students basic mathematical skills such as addition, subtraction,
multiplication and Division.
To create a person who uses mathematics in day to day life.
To create learning which all the students can learn mathematics
enthusiastically in the class room.
To achieve those objectives I followed five main intervention steps in time to time. I saw
good development of these students, when analyzing their marks that they got not only
for my test papers but also for the second term test.

5
1.4 Research Objectives

I expect to achieve these objectives through my action research

To create an interest in student to learn mathematics.

To improve students basic mathematical skills such as addition, subtraction,
multiplication and Division.
To create a person who uses mathematics in day to day life.
To create learning which all the students can learn mathematics enthusiastically in the
classroom.

The students I have selected to do my research are frequently score low marks for term
tests and assessment tests. They also neglect to do home works and avoid activities given
in the subject, mathematics. They do not show any interest in learning mathematics.
Therefore I expect to create an interest on them towards mathematics by showing them
that mathematics is not so hard to learn.

Addition, subtraction, multiplication and division are considered as the basic

mathematical skills. These are considered as main pillars which build up mathematics and
are learnt by students who are up to grade 1. These are very essential to learn other
mathematical concepts easily. Therefore I expect to improve their knowledge on these
four basic mathematical skills which helps them to learn other concepts easily.

Mathematics plays a major role in our day to day activities. Every single event in life
connects with mathematics. Therefore it is essential to students to know mathematics well
to live their lives conveniently. I expect to create a person who uses mathematics
accurately to solve the problems in day to day life.

These students are not fluent in mathematics to move with other students in the
classroom. Therefore they show misbehaviors in the classroom and continuously
interrupting to the lesson by asking simple problems again and again. It may cause less
interest on other students in the classroom towards mathematics. So that by doing this
research I expect to create an interesting learning situation in the classroom which all the
students can learn enthusiastically by providing proper knowledge to those who havent

6
sufficient knowledge to mix with the others and by reducing the interruptions caused
because of lack of knowledge on mathematics.

7
1.5 Reviews of literature

The action research literature is rather imprecise in its basic terminology. The term
"action research" is itself used, on the one hand, to refer both to a general class of
methods in social enquiry, and on the other hand, to a specific sub-class of those methods
as distinguished from "action science", "action learning", "participatory action research",
etc. To a large extent, this profusion of terminology arose because action research began
as a unified approach to social enquiry and fragmented through its history. In its origins,
the essence of action research is a simple two stage process.

o First, the diagnostic stage involves a collaborative analysis of the social situation by
the researcher and the subjects of the research. Theories are formulated concerning
the nature of the research domain.
o Second, the therapeutic stage involves collaborative change experiments. In this stage
changes are introduced and the effects are studied [Blum, 1955].

A more precise definition of IS action research can be drawn from the published
characteristics of action research in the social science literature. However, this literature
is dominated by the canonical form of action research, and tends to emphasize action
research characteristics based on goals and objectives rather than characteristics based on
the process. Adapting Hult and Lennung's definition [1980] four major characteristics of
IS action researches are distinguishable:

a. Action research aims at an increased understanding of an immediate social situation,

with emphasis on the complex and multivariate nature of this social setting in the IS
domain.
b. Action research simultaneously assists in practical problem solving and expands
scientific knowledge. This goal extends into two important process characteristics:
First, there are highly interpretive assumptions being made about observation; second,
the researcher intervenes in the problem setting.
c. Action research is performed collaboratively and enhances the competencies of the
respective actors. A process of participatory observation is implied by this goal.
Enhanced competencies (an inevitable result of collaboration) are relative to the
previous competencies of the researchers and subjects, and the degree to which this is
a goal, and its balance between the actors, will depend upon the setting.

8
d. Action research is primarily applicable for the understanding of change processes in
social systems.

Following are some definitions of Action Research.

`` The process by which practitioners attempt to study their problems scientifically in
order to guide, correct and evaluate their decision and action is what a number of
people have called Action research. ``

`` Action Research is a process for studying problems by practitioners scientifically

to take decision for improving their current practices``
(Stephen M. Corey)

`` Action Research is organized, investigative activity, aimed towards to study and

constructive change of given endeavor by individual or group concerned with change
and improvement. ``
(Mc Threte)

9
 Chapter 02
2.1 Plan of Intervention

Some of the students in my class hadnt sufficient mathematical knowledge which has to
be according to their age. And they didnt know the basic concept of mathematics. I
played my work to achieve following objectives from the research.

To create an interest in student to learn mathematics.

To improve students basic mathematical skills such as addition, subtraction,
multiplication, Division.
To create a person who uses mathematics in day today life.
To create a learning environment which all the students can learn mathematic
enthusiastically in the class room.
To achieve these objectives I had planed my intervention steps for three months.
Following is the intervention plan which I used to do my research.

May June July

Activity
1 2 3 4 1 2 3 4 1 2 3 4

01. Show a power point presentation about

Mathematics in order to create an interest.
02. Conduct extra lessons about Addition of
numbers and giving activities on Addition.
03. Conduct extra lessons about Subtraction of
numbers and giving activities on
Subtraction
04. Conduct extra lessons about Multiplication
of numbers and giving activities on
Multiplication
05. Conduct extra lessons about Division of
numbers and giving activities on Division
06. Do more exercises about basic
07. Mathematical concepts.
match number with pictures and fill in
the blanks

10
Intervention no (1)

During first week of May I observed the students who had difficulty in mathematics.
Through my first Intervention step I hope to increase their interest for mathematics by
showing them a power point presentation about mathematics and important of it. By using
the presentation I describe them the use of mathematics to the world and importance of
learning it. In order to create enjoyment by learning situation by using the abacus I
arranged them from activities to do cooperatively as in group.

Intervention no (2)

After the pre-test I realized that they needed to be improving their basic mathematical
skills of addition, subtraction, multiplication and division. I did some extra classes for this
group of students by discussing from activity sheets which I specially prepared for them.
Then I check their progress by giving test papers continuously.

Intervention no (3)

By analyzing the marks of the tests which I mention above I identified the areas which
should be further develop. According to that I prepared some more activities by using
ICT tools in order to make in easy to understand for the students. Here I took the students
to the ICT lab and asked them to complete the activity sheets by using the computer.

11
2.2 Intervention

Through my observation I realized that there were some students in grade 6 class who
have not reach to achievement level of mathematics. They became a disturbance to the
other students. And also I couldnt finish my lessons on time because of them. There for I
implemented my intervention steps in order to find a solution for above questions.

I conducted a pre-test (Annex 1) to all the students in grade 6 and got the marks and
analyzed it to select students who havent sufficient mathematical knowledge.

Marks Marks
Name of the student Pre Term Name of the student Pre Term
Boys test test Girls test test
G.G.S. Niroshan 64 44 A.T.T.N. Amarasingha 52 80
H.K. Yasintha Lahiru 48 44 S.P.Dilshani Hansika 96 100
I.C.G. Janidu Kumara 64 52 C 0 2
D.R.L.Udaya Kumara 80 52 N.K.N.Peshani 60 67
D.V.Pradeep Lakshan 68 25 J.A.S. Dilhara Perera 68 20
G.B.M.M. Tiwanka 40 37 D.M.S. Vidurangi 68 70
T.A.L. Dilshan Alwis 40 25 D 36 9
D. Dulanjana Nimesh 76 76 M.D.M.T. Malkanthi 60 44
K.G.T.L. Madusanka 40 35 P. Kanchana 60 61
Y. Sasun Aloka 52 47 B.M. Weerasingha 48 24
K.R.D.Ruchira Sagara 72 80 H.R.B. Hansamali 60 44
K.A.R. Madushan 76 68 A.H. Piyumi Bagyani 40 20
P.K.H. harsha kumara 60 65 E.M.B.K. Sandamali 48 70
O.K. Uchitha Lakmal 40 24
S. Ushman 44 30
A 24 2
A.D.S.Ruwan Kumara 80 85
B 36 5
L.Y.H.M. Sampath 80 82
E 32 4
Table 2.2.0.1
(Marks for the Pre-test and First Term Test of all the students)

According to the above table I selected five students for the research who obtained lowest
marks for both First Term Test and the Pre-test.

12
 Marks
Name Pre test Term test
A 24 % 2%
B 36 % 5%
C 0% 2%
D 36 % 9%
E 32 % 4%
Table 2.2.0.2
(Marks obtained for the Pre-Test and the First Term Test of selected students)

I name those students as A, B, C, D and E.

As my second step I had an interview (Annex 3) with all the five students and the class
teacher of grade 6. And I gave an Observation schedule (Annex 2) to observe them
without feeling observing, to the class teacher and two other subject teachers who teach
them Sinhala and Science to collect information about selected students.

Below given are the information that gathered by interviewees and observations.

A is the elder child of the family. He has only a younger sister who is not attending
school yet. His mother works as a security guard at a Sathosa shop. His father works as
a Mason. He stays alone at home after school and no one is there to take care of her until
his mother arrives home at about 7 oclock in the evening. He shows poor interest on not
only Maths but also other subjects as well. He did not write notes given by the teachers
properly and he forgot books at home regularly. He never does homework given by the
teachers and also he never interrupts teachers by shouting at the class. When inquiring
about that he said that his father quarrels with his mother everyday thus he cannot do the
homework.

B is the elder child of the family. He has only a younger brother who is not attending
school yet. His father and mother both are minor workers at a tea factory. He does not
complete homework given by teachers and forgot his books at home regularly. He is not
popular among the students in the class and has less number of friends. He is not giving
much attention to the lesson but silent in his character. He cannot answer the questions

13
asked by the teacher during the lesson. He stays alone at home until the dawn. He do not
have elder to get help for his education at home. His books are not clean and tidy as well
as himself.

C is the younger child of the family. She has elder brother and elder sister who are
studying in school near the town. Her mother is a minor staff worker at Ratnapura
Hospital and father is unemployed. Every morning and evening his father walks with her
to the school. She wore her clothes very neat and tidy. She brings all the necessary books
with her to the school. She is very silent at the class and gives good attention to the
lessons when teaching but she never gives correct answers to the questions asked from
her. She tries to complete her homework every day. Her sister helps her to do her
homework. But she does not have good memory. She forgets every fact taught in minutes.

D is the elder child of the family. She has only a younger sister. Her father works as a
house painter and the mother is unemployed. She never disturbs to the lessons and tries to
do the activities given by the teacher. She never gives right answers to the questions
asked by her during the lesson. She is not interest in doing homework. She is popular
among the students of the class and has a lot of friends.

E is the elder child of the family. He has two younger brothers. His father is a mason
and mother is unemployed. He is one of the aggressive students in the class. He has no
friends at the school. He has good attention in the beginning of the lesson but do not pay
attention to the lesson during the middle and the end of the lesson. He does not show
much interest on correcting his books by the teacher but he does the activities asked to
done by the teacher during the lesson. Regularly he complains about other students about
their misbehavior. He does not wear neatly.

14
After analyzing the all the data collected from observation, interview and pre-test, I
pointed some reasons from them.

1. They have less interest on mathematics.

2. Their ability level is low or close to average.

3. They havent a habit to do homework.

4. Most of them have economical problems.

5. Most of the students parents were not well educated.

6. Most of the parents of students do not have enough time to spend with them.

7. Most of the students do not have elder sister or brother to help them in learning.

15
Intervention no (1)

My first intervention step was showing a power point presentation about mathematics by
taking the student to the ICT lab. Through that I hope to give them a motivation to learn
mathematics in enjoyable way. By this I wanted to reduce their fears to learn mathematics
and develop an interest. Students also ask many questions about the video and some of
them wanted to see it again. Then I took the students to Mathematics Activity Room
and gave them the abacus and ask them to do some simple calculation by using it.

01. Add 3 to 5
02. Add 5 to 4
03. Add 2 to 6
04. Subtract 2 from 8
05. Subtract 6 from 9
06. Subtract 8 from 10

Question A B C D E
No.
1 -
2
3 - -
4 - - - - -
5 - - - - -
6 - - - -
Percentage 33 % 50 % 17 % 50 % 50 %
Table 2.2.1.1
(Marks for activity given in intervention 1)

16
Intervention no (2)

As my second intervention step I conducted extra classes for this group of students in
order to improve their basic mathematical skills. For that I got permission from the
principal (Annex 4) to do some extra classes in after school. Before that I got permission
from the principal to conduct a parents meeting (Annex 5) to this group of students. After
the parents meeting (Annex 6) I requested permission (Annex 7) from parents to keeping
students for extra classes that held at after school. Then I select most important basic
mathematical concepts such as

Addition
Subtraction
Multiplication
Division
And I prepared special work sheets for each unit to give the students to practice of
calculating through each unit.

Step 01

During my first step of intervention 2, I conduct extra classes on Addition of numbers

firstly. In there, first I gave them knowledge about addition of numbers by using an
abacus. As second activity I gave them addition of two numbers by using pictures and
after that addition of two one digit numbers. Most of the students scored full marks for
the above three activities.

After that I had to teach them about place values to further continue activities of addition.
I collected 3 different sizes of measuring cylinders 10ml, 100ml and 1000ml and a small
measuring which is used to measure drugs. After that I divide measuring cylinders to 9
equal parts and mark them and indicate numbers 1 to 9 and also I measure the capacity of
one unit in the 10ml measuring cylinder and marked equal capacity on measuring cup to
indicate one unit. By using this instrument I taught them place values.

After teaching them place values I gave them addition of two digit numbers without carry
and with carry. When they become fluent enough with that I develop the activity to three
digit numbers addition.

Results gained from the above activities are given below.

17
 Marks
Activity
A B C D E
1. Addition by using pictures
10 10 8 10 10
2. Adding one digit numbers
10 10 10 10 10
3. Adding two digit numbers (without carry)
10 9 10 10 10
4. Adding two digit numbers (with carry)
9 9 9 10 10
5. Adding three digit numbers (without carry)
10 10 10 10 10
6. Adding three digit numbers (with carry)
7 8 7 10 8
Total
56 56 54 60 58
Average
9.3 9.3 9.0 10.0 9.7
Table 2.2.2.0
(Marks obtain of the activities given on addition)

According to the above marks we can get conclusion on the ability of addition of the
students as follows.

Average marks of students on Addition

10.2
10
10
9.8 9.7
9.6
9.4 9.3 9.3
9.2 Average
9
9
8.8
8.6
8.4
A B C D E

Chart 2.2.2.0

All of the students are in a very good achievement level. Student D has obtained fullest
average marks to the activities given by addition.

18
Step 2

Next I conducted extra classes on Subtraction of numbers. There also, first I gave them
knowledge about subtraction of numbers by using an abacus. As second activity I gave
them subtraction of two numbers by using pictures and after that subtraction of two one
digit numbers. Most of the students scored full marks for the above three activities. After
that I gave them subtraction of two digit numbers without borrow and next two digit
numbers of subtraction with borrow. Finally I expanded the activity in to three digit
numbers subtraction without borrow and to with borrow.

Table below shows the result gained by the students on subtraction.

marks
Activity
A B C D E

1. Subtraction by using pictures 10 9 10 10 10

2. Subtracting one digit numbers 10 10 10 10 10

3. Subtracting two digit numbers (without borrow) 10 9 9 10 10

4. Subtracting two digit numbers (with borrow) 9 9 9 9 10

5.Subtracting three digit numbers (without borrow) 10 10 8 10 9

6. Subtracting three digit numbers (with borrow) 5 8 5 10 6

Total 54 55 51 59 55

Average 9.0 9.2 8.5 9.8 9.2

Table 2.2.2.1
(Marks obtain for the activities given on subtraction)

We can draw a chart on the above results gained by the students on subtraction as
follows.

19
 Average marks of the students on subtraction
10.0 9.8

9.5
9.2 9.2
9.0
9.0

8.5 Average
8.5

8.0

7.5
A B C D E

Chart 2.2.2.1

According to the above chart Student D obtained the highest average marks for the
activities given on subtraction.

Step 3

After they became well aware on addition and subtraction, I conducted extra classes on
multiplication. Firstly I taught them multiplication by using Madatiya seeds. After that I
gave them an activity to do multiplication on one digit numbers by using Madatiya
seeds. Then I gradually develop it to two digit numbers by giving knowledge about the
multiplication table. I instruct them to by heart the multiplication table up to number 5
and taught them the calculating of others from 6 to 9 by using fingers of two hands.

Table below shows the results gained by the activities on multiplication.

Marks
Activity
A B C D E
1. Multiplication of one digit numbers 9 10 10 10 10
2. Multiplication of two digit multiplicand and one digit
multiplier 8 10 6 9 10
3. multiplication of both two digit multiplicand and
multiplier 5 6 5 5 9
Total 22 26 21 24 29
Average 7.3 8.7 7.0 8.0 9.7
Table 2.2.2.2 (Marks obtain for the activities given on multiplication)

20
We can draw a chart on the above results gained by the students on multiplication as
follow.

Average marks of students on Multiplication

12.0

9.7
10.0
8.7
8.0
8.0 7.3 7.0

6.0
Average
4.0

2.0

0.0
A B C D E

Chart 2.2.2.2

According to the above chart Student E obtained the highest average marks for the
activities given on multiplication.

Step 4

During the fourth step of the intervention 2, I expected to develop their skills on division.
I conduct extra classes to make them well aware about that. Firstly I taught them division
using concrete things such as Madatiya seeds, Marbles, stones etc. After that I gave
them activities begin with simple to complex. There I gave them single digit dividend and
single digit divisor to make division and gradually develop it in to 3 digit dividend.

Given below are the result gained from the students on division.

marks
Activity
A B C D E
1. divide one digit dividend and one digit divisor 8 10 8 10 8
2. divide two digit dividend in one digit divisor 7 10 6 7 10
3. divide three digit dividend in one digit divisor 6 8 6 10 9
Total 21 28 20 27 27
Average 7.0 9.3 6.7 9.0 9.0
Table 2.2.2.3
(Marks obtain for the activities given on division)

21
Following is the chart drawn according to the above results.

Average marks of students on division

10.0 9.3
9.0 9.0
9.0
8.0
7.0
7.0 6.7

6.0
5.0
Average
4.0
3.0
2.0
1.0
0.0
A B C D E

Chart 2.2.2.3

Above chart clearly indicates that all of the students are scored above the average and
Student B has scored the highest marks among others.

Step 5

After completing all the four basic mathematical operations separately, I gave them
activities which include all the four basic mathematical operators together and activities
which are related to day to day life. By giving those activities I expected to give a practice
to them on using mathematics in day to day life.

Followings are the results I gained.

marks
Activity
A B C D E
Activity 1 8 10 7 10 10
Activity 2 8 10 5 9 10
Activity 3 7 9 6 10 9
Total 23 29 18 29 29
Average 7.7 9.7 6.0 9.7 9.7
Table 2.2.2.4
(Marks obtain for the activities given on practical quizzes)

22
Here is the chart which demonstrates above results.

Average marks of students for the practice Quizzes

12.0

9.7 9.7 9.7

10.0

7.7
8.0
6.0
6.0
Average
4.0

2.0

0.0
A B C D E

Chart 2.2.2.4

This chart demonstrates that three students out of five are in the same achievement level
and other two students achievement levels are lower than them.

Final Analysis on Intervention 2

After completing my second intervention I have gained following results. Here are the
achievements of all the students on all the four basic mathematical skills.

marks
Activity
A B C D E
Addition 9.3 9.3 9 10 9.7
Subtraction 9 9.2 8.5 9.8 9.2
Multiplication 7.3 8.7 7 8 9.7
Division 7 9.3 6.7 9 9
Total 32.6 36.5 31.2 36.8 37.6
Average 8.2 9.1 7.8 9.2 9.4
Table 2.2.2.5

(Final analysis of marks)

Above results show that all the five students have scored marks above average.

23
 overall progress of students on activities
12
D E D E
10 A B C A B E B D E
C B
D
8 A A
C A C
B
6
C
4 D
E
2

0
Addition Subtraction Multiplication Division

Chart 2.2.2.5

Intervention no (3)

In my third intervention step I planned to break up the traditional teaching methods taking
the students to ICT lab of the school in order to improve their mathematical skills. By
using ICT tools for the teaching learning process that gives long term memory for the
students. And also gives an interest to learn it. I prepared two activity sheets for the
students to do by using the computer. There I included fill in the blanks, matching
suitable and many other question with color full picture and diagrams.

First I had to teach them how to use the mouse and the key board to do this activity by
using the computer. Since this was a new experience for them the students were
participated with lesson very actively and they ask me to bring them to the computer lab
every day. Here the activity sheet was prepared by including activities from addition,
subtraction, multiplication, division together. In their when students making mistakes I
went to each students and corrected them.

After conducting the sessions I held a post test by giving the same test paper which is
given as pre-test for the student to check their final progress.

Here are the results that students gained for the post test.

24
 Marks for the
Student post test
A 52%
B 64%
C 28%
D 68%
E 72%
Table 2.2.3.1
(Marks of the Post Test)

Final Analysis of the research

Marks of Marks for the

Student the pre test post test
A 24% 52%
B 36% 64%
C 0% 28%
D 36% 68%
E 32% 72%
Table 2.2.3.2
(Marks of pre test and post test)

Results analysis on Pre test and Post test

120

100

80
Marks

60 Marks for the post test

Marks of the pre test
40

20

0
A B C D E

Chart 2.2.3.2

According to the above chart it clearly shows that all the students have improved their
marks related to the pre test.

25
When I selecting these students to do my action research, not only the marks of the Pre-
test but also I observed their first term test marks also. After Implementing of my research
most of them have increased their marks in the second term test too.

Marks for the Marks for the

Student 1st Term Test 2nd Term Test
A 2% 16 %
B 5% 13 %
C 2% 6%
D 9% 35 %
E 4% 28 %
Table 2.2.3.3
(Marks for the 1st term test and 2nd term test)

Marks obtained for the 1st and 2nd Term Tests

50
45
40
35
30 Marks for the 2nd
Marks

25 Term Test
20 Marks for the 1st Term
15 Test
10
5
0
A B C D E

Chart 2.2.3.3

This chart demonstrates that all of the students have increased their achievements in
accordance to the previous marks. Two of them have increased their marks by nearly 25.

26
 Chapter 03

Conclusions and Suggestions

3.1 Conclusions

After conducting my action research of developing grade 6 selected students basic

mathematical skills I realized some conclusion about students.

1) Most of the students have an opinion that Mathematic is a difficult subject.

2) Students show less interest for mathematics.
3) Students dont like to do homework of mathematic.
4) These students havent received a proper guidance about importance of
mathematic in nowadays.
5) Most of parents are not educated to pay attention on their childrens education.
6) Most of students parents have minimum income and it is not also a permanent.
7) Students havent clear idea about the benefits of education as they are lack of
educational family background.
8) Student always try to work depend on the teacher they never able to learn thing by
exploring themselves.

In current situation the teacher has to push the students always by them and also behind
them to encourage. So that always we have to advice them about the importance of
education as well as the importance of mathematics to face the world.

27
3.2 Suggestions

I had got many conclusions from my research. Students are never willing to learn without
teachers or parents guidance. So in the grade 6 also teacher has to always with them and
gives attention for each students personally. After conducting my action research I like to
point following suggestions. And these days I invent for that alternative suggestions to
develop their basic mathematical skills and develop their interest to learn mathematic.

1. Teacher should give advices to direct them to the correct path.

2. Teacher has to make good relationship with students.
3. Teacher should help students to solve their Educational problems and personal
problems also.
4. As mathematics teacher always direct them to learn mathematic enthusiastically
and aware the importance of mathematics in present world.
5. Give further instructions to develop their mathematical skills using various
strategies.
Use ICT tools to create an interest on mathematics among the
students.
Encourage them to use multiplication table when they solving
mathematical calculations.
Check their homework every day and ask them to keep a note book
to write down homework.

28
Annex 1 Pre Test

01' my; i|yka ixLHd tl;= lrkak'

(i) (ii) (iii) (iv) (v)

1 2 2 5 1 8 5 1 4 5 7435
+6 8 +9 5 +4 5 7 +3 4 8 + 729

02' my; i|yka ixLHd wvq lrkak'

(i) (ii) (iii) (iv) (v)

9 6 7 3 2 3 5 9 6 9 8384
- 2 8 - 5 1 - 1 5 7 - 3 7 8 - 529

03' my; i|yka ixLHd .=K lrkak'

(i) (ii) (iii) (iv) (v)

1 6 6 7 1 3 5 2 6 4 1184
x 8 x 2 5 x 5 7 x3 5 9 x 555

04' my; i|yka ixLHd > fnu wdldrfhka fnokak'

(i) 5 45 (ii) 8 120 (iii) 12 248

29
(iv) 15 1626 (v) 9 8956

05' my; .eg i|kak'

1' m<;=re fj<|i,l wU" wem,a iy wkakdis lsKSug ;nd ;snqKs' wem,a
f.hl , re' 25ls'

(i) wem,a f. 5l , lSh o@

(ii) wU f.hl , re' 20la k wU f. 4l yd wem,a f. 2l , lSh

o@

(iii) wem,a f.hla yd wkakdis f.hla , .ekSug re' 70la jeh jQfha
k wkakdis f.hl , fldmuK o@

(iv) wkakdis f.hla yd wU f.hla , .ekSug wjYH uqo, lSh o@

(v) ksu,a , we;s re' 130ka wU f.hla wem,a f.hla yd wkakdis

f.hla , .;a g ksu,ag b;s f,i remsh,a lShla ,ef o@

30
Annex 2 Observation schedule

ksrSlaIK m;s%ldj - 6 fYa%Ksh

wod, fldgqj ;=, ,l=K fhdokak
.=rejrhdf.a ku }
Ih } w;aik }

idudkH
j,hs
j,hs

fyd|hs

fyd|hs
wkq
kslaIKh

b;d

b;d
wxlh

hs
01 mdvu wdrNfha mdvug wjOdkh we;'

02 mdvu ueo oS mdvug wjOdkh we;

03
mdvu wjidkfhaoS mdvug wjOdkh we;'

04
W.kajk w;r;=r wik m%Yakj,g ksjerj ms,s;=re
fohs'

05
mka;sfha fok l%shdldrl j,g l%shdldj iyNd.S
fjhs'

06
lKavdh l%shdldrl j, wfkl=;a isiqka iu
iyfhda.fhka lghq;= lrhs'

07 .=rejrhdg ndOd jk m mka;sfha Yo fkdlrhs'

08
mdvu w;r;=r .=rejrhdf.ka mdvug wod, m%Yak
wihs'

09
mdvu wjidkfha we.hSu islrk g wik
m%Yakj,g ksjerj ms,s;=re fohs'

10
igyka meye,sj ksjerj ,shd.kS' wNHdi fmd;
imQK lr we;'

11
km;d fm< fmd; yd wNHdi fmd; mdi,g f.k
ths'

12 wNHdi fmd; .=rejrhd u.ska mCId lr.kS'

13
ksjfia lrf.k tAug fokq ,nk mejre lrf.k
ths'

14 km;d mdi,g mefKhs'

31
Annex 3 Interview Schedule

ldhuQ, mfhaIKh isl< isiqjd iu is lrk ,o idlPdj fufyh

jQ m%Yakdj,sh

isiqjdf.a ku }

01' foudmshka fofokdf.a k i|yka lrkak'

uj -

mshd -

02' foudmshkaf.a /lshd ljfo@

uj -

mshd -

03' mjqf,a idudlhska .Kk

04' Tn ^wod< isiqjd& mjqf,a lS fjkshd o@

05' ms%h;u Ihhka fudkjdo@

06' Tng ;=rka is o@ Tjqka ljq o@

07' mka;s ldurfhaoS Tn is lsrSug wlue;su foa l=ula o@

08' bf.kq b.eka ls%hdj,sfhaoS jvd;a leu;s ;ksj bf.kSug o@ lKavdhula

jYfhka tlaj lghq;= lsrSug o@

09' mdi,a f,dfjka miq lrkafka fudkjd o@

10' Tnf.a mdi,a fmd;a Tnf.a foudmshka" jeyshka iska mCId lrkjd o@

11' mdif,ka mjrk f.or jev lsug ljqreka fyda Wmldr lrjd o@

12' tfia k ta ljqre o@

13' ksjfia mdv jev lsug h wmyiq;djhla ;sf o@

14' wkd.;fhaoS lsug leu;s /lshdj l=ula o@

32
Annex 4 - Permission letter from the principal for conducting parents meeting

M.P.K. roaj"
rejkamqr cd' w' oHdmSGh"
je,a,r"
lyj;a;'
17$05$2013'

y,am;s"
r$ rdclSh oHd,h"
r;akmqr'

y,am;s;=uks"

foudmsh /iaula meje;au i|yd wjir ,nd.ekSu

uQ,sl .Ks; kqu j, isiqkaf.a .Ks; oekqu jOkh lsu i|yd ud iska
islrkq ,nk ldh uQ, mfhaIKh i|yd 6 fY%AKsfhys bf.kqu ,nk isiqka 5 fofkl=
f;dardf.k ;sf' Tjqkaf.a foudmshka kqj;a lsu i|yd mdi,a f,dfjka miqj
/iaula meje;au i|yd Tn;=udf.a wjirh ,ndfok fuka ldreKslj b,a,d is'

ia;=;shs'

M.P.K. roaj

33
Annex 5 - Permission letter from the principal for conducting evening classes

M.P.K. roaj"
rejkamqr cd' w' oHdmSGh"
je,a,r"
lyj;a;'
2013$05$17'

y,am;s"
r$ rdclSh oHd,h"
r;akmqr'

y,am;s;=uks"

wu;r mx;s meje;au i|yd wjir ,nd.ekSu

uQ,sl .Ks; kqu j, isiqkaf.a .Ks; oekqu jOkh lsu i|yd ud iska islrkq
,nk ldh uQ, mfhaIKh i|yd 6 fY%AKsfhys bf.kqu ,nk isik q a 5 fofkl=
f;dardf.k ;sf' Tjqka i|yd mdi,a f,dfjka miqj wu;r mx;s meje;au i|yd
Tn;=udf.a wjirh ,ndfok fuka ldreKslj b,a,d is'

ia;=;shs'

M.P.K. roaj

34
Annex 6 - Notification letter for parents regarding the meeting

y,am;s"
r$ rdclSh oHd,h"
r;akmqr'
17$05$2013'

foudmshks"

uQ,sl .Ks; oekqu ixjOkh lsf jHdmD;sh

by; i|yka jHdmD;sh i|yd 6 fY%AKsfha bf.kqu ,nk Tnf.a orejd f;dardf.k we;'
tys l%shdj,sh meye,s lsu i|yd /iaula 2013$05$27 k m'j' 1'30g oHd,hSh
m%Odk Yd,df meje;af' ta i|yd fkdjrojdu iyNd.S jk f,i okajd is'

jHdmD;s Ndr wdpdh

y,am;s

35
Annex 7 - Letter from parents to get permission to conduct extra classes

y,am;s"
r$ rdclSh oHd,h"
r;akmqr'
2013$05$27

foudmshks"

.Ks; kqu j, isiqka i|yd wu;r mx;s meje;au

uQ,sl .Ks; kqu j, isiqkaf.a .Ks; oekqu jOkh lsf jHdmD;sh i|yd 6
fY%AKsfhys bf.kqu ,nk Tnf.a orejd f;dardf.k ;sf' f i|yd mdi,a f,dfjka
miqj mdif,a mj;ajkq ,nk wu;r mx;sh i|yd Tnf.a orejd r|jd.ekSu i|yd
leue;a; wfmaCId lr'

ia;=;shs'

jHdmD;sh Ndr wdpdh y,am;s

uj$ mshd$ Ndrlref.a w;aik

36
 Bibliography

www.mathpath.org/concepts.htm
Agraval, J.C. : Essentials of Psychology
National Institute of Education: Grade 6 Mathematics Teachers Guide
Athukorala, Daya Rohana: Educational Psychology and the teacher

53