Contents -- Preface -- Chapter 1 An Exploratory Study on Low Attainers in Primary Mathematics (LAPM) Berinderjeet KAUR KOAY Phong Lee FOONG Pui Yee Akhila SUDARSHAN -- 1 Why Study Low Attainers in Primary Mathematics -- 2 Who are the Low Attainers in Primary Mathematics -- 3 Review of Literature -- 4 The Research Questions -- 5 Method -- 5.1 The sample -- 5.2 Instruments -- 5.2.1 School management questionnaire -- 5.2.2 Teacher profile questionnaire -- 5.2.3 Teacher interview prompts -- 5.2.4 Benchmark mathematics test -- 5.2.5 Pupil profile questionnaire -- 5.2.6 Pupil behaviour questionnaire -- 5.2.7 Pupil maths learning questionnaire -- 5.2.8 Pupil interview prompts -- 5.2.9 Pupil journal -- 5.2.10 Lesson observation analytical questions -- References -- Chapter 2 Mathematics Content Knowledge of Low Attainers KOAY Phong Lee CHANG Suo Hui Masura GHANI -- 1 Introduction -- 2 Background -- 2.1 Whole numbers -- 2.2 Fractions -- 2.3 Measurement -- 2.4 Geometry -- 2.5 Data analysis -- 3 The Subjects -- 4 Procedures and Instruments -- 5 Data and Findings -- 5.1 Whole numbers -- 5.1.1 Number notation -- 5.1.2 Ordinal numbers -- 5.1.3 Comparing numbers -- 5.1.4 Even numbers -- 5.1.5 Number patterns -- 5.1.6 Column addition and subtraction -- 5.1.7 Multiplication facts -- 5.1.8 Quotient and remainder -- 5.1.9 Identification of correct operation in a given context -- 5.1.10 Word problems -- 5.2 Fractions -- 5.2.1 Interpret and represent fractions -- 5.2.2 Equivalent fractions -- 5.2.3 Comparing and ordering fractions -- 5.2.4 Adding and subtracting fractions -- 5.2.5 Word problems -- 5.3 Measurement -- 5.3.1 Length -- 5.3.2 Capacity and mass -- 5.3.3 Area and perimeter erimeter -- 5.3.4 Money -- 5.3.5 Word problems -- 5.4 Geometry -- 5.4.1 Lines -- 5.4.2 Shapes -- 5.4.3 Angles -- 5.5 Data analysis -- 5.5.1 Reading the data.

5.5.2 Reading between the data -- 5.5.3 Completing the bar graph -- 6 Discussion and Concluding Remarks -- References -- Chapter 3 Characteristics of Low Attainers: Behaviours Affects and Home Backgrounds FOONG Pui Yee Masura GHANI CHANG Suo Hui -- 1 Introduction -- 2 Review of Literature -- 2.1 Pupils' behaviours in mathematics classroom -- 2.2 Affects in learning -- 2.3 Home backgrounds -- 3 The Study and Conceptual Framework -- 4 The Subjects -- 5 Procedures and Instruments -- 5.1 Pupil profile questionnaire -- 5.2 Pupil behaviour questionnaire -- 5.3 Pupil maths learning questionnaire -- 5.4 Pupil interview prompts -- 5.5 Pupil journal -- 6 Data and Findings -- 6.1 Classroom behaviours -- 6.1.1 Classroom interactions -- 6.1.2 On-task behaviours -- 6.1.3 Attendance -- 6.2 Affects in learning mathematics -- 6.2.1 Pupils' perception of mathematics -- 6.2.2 Pupils' perceived importance of mathematics -- 6.2.3 Pupils' self-confidence in mathematics -- 6.2.4 Pupils' self-concept and motivation in mathematics -- 6.2.5 Pupils' feeling towards learning mathematics -- 6.3 Home background and support -- 6.3.1 Pupils' demographic profile -- 6.3.2 Parents' educational backgrounds -- 6.3.3 Homework and home support -- 7 Discussion of Results -- 7.1 Classroom behaviours -- 7.2 Affects in learning mathematics -- 7.3 Home background and support -- 8 Conclusion -- References -- Chapter 4 Learning Experiences of Low Berinderjeet KAUR Masura GHANI -- 1 Introduction -- 2 Review of Literature -- 3 Method -- 3.1 Subjects -- 3.2 Instruments -- 3.2.1 Pupil maths learning questionnaire -- 3.2.2 Pupil interviews -- 3.2.3 Lesson observations -- 4 Data and Findings -- 4.1 Pupil maths learning questionnaire -- 4.2 Pupil interview -- 4.2.1 Prompt 1: Which picture shows the way your Maths teacher usually teaches in class?.

4.2.2 Prompt 2: Which class do you want to be in? Why? -- 4.2.3 Prompt 3: Which class don't you want to be in? Why? -- 4.3 Lessons observed -- 4.3.1 What were the foci of the lessons? -- 4.3.2 What were the instructional sequences of the lessons like? -- 4.3.3 Did the teachers tailor instruction to meet the needs of different learners? -- 4.3.4 What were the characteristics of mathematical tasks used by the teachers in their lessons? -- 4.3.5 Did the teachers ask pupils questions (both open and closed)? -- 4.3.6 Did the teachers praise pupils for their responses? -- 4.3.7 Did the teachers build on the pupils' responses (both correct and incorrect) to explain mathematical concepts? -- 4.3.8 Did the teachers encourage pupils to ask questions? -- 4.3.9 Did the pupils ask their teachers any questions to clarify their doubts? -- 4.3.10 Did the pupils ask their peers any questions to clarify their ideas? -- 5 Discussion and Concluding Remarks -- References -- Chapter 5 Recommendations for Teachers Berinderjeet KAUR KOAY Phong Lee FOONG Pui Yee CHANG Suo Hui -- 1 Introduction -- 2 Mathematics Content Knowledge -- 2.1 Whole numbers -- 2.2 Fractions -- 2.3 Measurement -- 2.4 Geometry -- 2.5 Data analysis -- 3 Behaviours, Affects and Home Backgrounds -- 3.1 Use the C-P-A approach consistently and thoughtfully -- 3.2 Model problem-solving strategies rather than model-answers or techniques -- 3.3 Give pupils opportunity for metacognition and communication in mathematics through journal writing -- 4 Learning Experiences -- 4.1 Mathematics instruction -- 4.2 Mathematical tasks and pupil talk -- References -- Appendices -- Appendix A School Management Questionnaire -- Appendix B Teacher Profile Questionnaire -- Appendix C Teacher Interview Prompts -- Appendix D1 Whole Numbers Tests -- Part I -- Part II -- Part III -- Appendix D2 Fractions Test.

Appendix D3 Measurement Tests -- Part I -- Part II -- Appendix D4 Geometry Test -- Appendix D5 Data Analysis Test -- Appendix E Pupil Profile Questionnaire -- Appendix F Pupil Behaviour Questionnaire -- Appendix G Pupil Maths Learning Questionnaire -- Appendix H Pupil Interview Prompts -- 1. Pedagogy -- 2. Homework -- 3. Self -- Appendix I Pupil Journal -- Appendix J Lesson Observation Analytical Questions -- Contributing Authors.