Enhancing Single-Digit Addition Skills in Remedial Pupils Using Laurnal's Frame: A Case Study
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| Title: | Enhancing Single-Digit Addition Skills in Remedial Pupils Using Laurnal's Frame: A Case Study |
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| Language: | English |
| Authors: | Fu Sai Hoe, Tiong Lung Lung |
| Source: | Southeast Asia Early Childhood. 2025 14(2):111-121. |
| Availability: | National Child Development Research Centre. Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. e-mail: ncdrc@upsi.edu.my; Web site: https://ejournal.upsi.edu.my/index.php/SAECJ/Home |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Remedial Mathematics, Addition, Mathematics Instruction, Teaching Methods, Visual Aids, Mathematics Skills, Arithmetic, Number Concepts, Visualization, Student Attitudes, Elementary School Students, Foreign Countries, Problem Solving, Manipulative Materials |
| Geographic Terms: | Malaysia |
| ISSN: | 2821-3149 |
| Abstract: | This research introduces "Laurnal's frame," a novel visual tool designed to improve remedial pupils' understanding of single-digit addition. Rooted in Bruner's enactive, iconic, and symbolic modes of representation, Laurnal's frame comprises a rectangular frame divided into ten sections representing numbers 1 through 10, with blocks for hands-on, enactive learning. The study involved one remedial teacher and four remedial pupils, aged 8, who used Laurnal's frame over a period of four weeks for addition instruction. The researchers employed a qualitative case analysis study design, and a purposive sampling method was used to obtain a sample of four remedial pupils and one remedial teacher. Data were gathered in in-depth interview, direct observations, and analysis of documents such as worksheets and journal entries were performed to gain a comprehensive picture of remedial pupils making sense of number patterns. Results indicated significant gains in addition skills, with pupils showing enhanced comprehension of number bonds through both iconic visualization and symbolic understanding. The structured design of Laurnal's frame promoted interactive learning, increased enthusiasm, and fostered a positive attitude towards mathematics. The findings suggest that integrating Laurnal's frame into early math curricula can potential useful bolster foundational arithmetic skills and create a supportive learning environment. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498225 |
| Database: | ERIC |
| Abstract: | This research introduces "Laurnal's frame," a novel visual tool designed to improve remedial pupils' understanding of single-digit addition. Rooted in Bruner's enactive, iconic, and symbolic modes of representation, Laurnal's frame comprises a rectangular frame divided into ten sections representing numbers 1 through 10, with blocks for hands-on, enactive learning. The study involved one remedial teacher and four remedial pupils, aged 8, who used Laurnal's frame over a period of four weeks for addition instruction. The researchers employed a qualitative case analysis study design, and a purposive sampling method was used to obtain a sample of four remedial pupils and one remedial teacher. Data were gathered in in-depth interview, direct observations, and analysis of documents such as worksheets and journal entries were performed to gain a comprehensive picture of remedial pupils making sense of number patterns. Results indicated significant gains in addition skills, with pupils showing enhanced comprehension of number bonds through both iconic visualization and symbolic understanding. The structured design of Laurnal's frame promoted interactive learning, increased enthusiasm, and fostered a positive attitude towards mathematics. The findings suggest that integrating Laurnal's frame into early math curricula can potential useful bolster foundational arithmetic skills and create a supportive learning environment. |
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| ISSN: | 2821-3149 |
