Improving the numeracy level of the primary grade learners of SJCS through numeracy project “making arithmetic together handy to achieve numeracy gauge by looking ahead with interest in numbers” (mathang lawin)

• Published in: I-Manager's Journal on School Educational Technology Vol. 20; no. 3; p. 40
• Main Author: Melody, L. Bragas
• Format: Journal Article
• Language: English
• Published: Nagercoil iManager Publications 01.03.2025
• Subjects: Individualized Instruction; Mathematics; Mathematics Achievement; Mathematics Education; Numeracy; Teaching
• ISSN: 0973-2217; 2230-7133
• DOI: 10.26634/jsch.20.3.21526

Many recently added studies concerning reforms on teaching Early Mathematics were taken into consideration by different countries all over the world. The rhetoric that has accompanied such reforms has often justified them in terms of the need to produce citizens who are better able to cope with the demands of the twenty-first century. As an area of weakness by most students, where in among the subjects taught Mathematics is considered their most difficult subject to learn, the need for more intensive and differentiated instruction is imperative. This study, like other studies conducted, has proven the relation between the early numeracy intervention and learners' performance in Mathematics. The “MATHANGLAWIN” Numeracy Project is an innovation materialized by the SJCS Math teachers; with more intensified instruction, engaging activities and supplemental materials. This was conceptualized to respond to the challenges brought by the COVID-19 Pandemic. The absence of face-to-face classes had set a more alarming condition on the teaching-learning process in Mathematics. Yet with the help of the teachers and the strong partnership of the school with the internal and external stakeholders, this “MATHANGLAWIN” intervention project, an initiative taken to address the learning gap was established and implemented successfully, benefitting most of those identified struggling learners of SJCS. The results of the study have shown an improvement in learners' numeracy performance; making learners, numerates, moderately numerates, and highly numerates respectively.