The role of mathematical cognition-based learning design in improving a slow learner understanding about numbers

Abstract

This study aims to improve the ability of a slow learner in number sense by using a mathematical cognition-based learning design. This study used a single-subject research method with an 'A-B-A' design. The subject in this study was one slow learner who was in grade 3 of elementary school. Collecting data in this study through the analysis of the students' works.The data was then analyzed using visual analysis of the data graph, namely, under and between conditions. The results showed the students' number sense ability in the baseline phase A with an average score of 3.3. That is, slow learners have not been able to judge large numbers 0-9. In the intervention phase, students get an average of 54. The ability of students' number sensecan assess large numbers but is not accurate in estimating many objects. The condition of students in the baseline A phase by obtaining an average of 89.6 number sense abilities, slow learners can compare and assess large numbers 0-9. These results indicate that the mathematical cognition-based learning design can improve number sense ability of the slow learner.