THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Difficulties in Four Fundamental Basic Operations

Of Grade 3 Pupils

An Action Research
In Partial Fulfillment
of the
Requirements of the Course
P-T02

Researcher:
Ronnalie Reponte
THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Introduction

Mathematics is a core subject in every school levels until

university, because skilled workers apply basic mathematics in everyday life

(Adnan and Zakaria, 2010). It has become evidence that mathematics is very

important and should be studied by all students at school. However, majority of

the student in the country are still unable to mastering the Mathematics very well

(Ismail and Awang, 2015). Due to modernization, the curriculum of mathematics

syllabus is always changing and advancing, while the government has to undergo

some changes especially the teaching methods from traditional to modern where

this may allow the students will understand the concepts with distinctive way

(Mahamadet al., 2010).

The enhancement of the quality of basic education in the Philippines is

urgent and critical. The implemented K-12 model in the country is an educational

system for elementary and secondary education patterned after the United States,

Canada, and some parts of Australia. The Department of Education (DepEd)

reasons out that it is high time to adopt a K-12 system, attributing the low

achievement scores and poor quality of basic education to the present school

setup. In the implementation of K-12 Program, the twin goals of Mathematics are

critical thinking and problem solving. This serves as the focal point in learning

mathematics. In Mathematics, critical thinking usually comes when students ask

why, rather than taking what they learn at face value. Critical thinking leads to
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The National Center for Teacher Education

skills that can be learned, mastered and used. It is the rational examination of

ideas, inferences, assumptions, principles, arguments, conclusions, issues,

statements, beliefs and actions. In the same manner, the definition of problem

solving according to Polya is finding a way around a difficulty, around an

obstacle, and finding a solution to a problem that is unknown. These two goals are

to be achieved with organized and rigorous curriculum content, a well-defined set

of high-level skills and processes, desirable values and attitudes, and appropriate

tools, recognizing as well the different contexts of Filipino learners.

The number sense component is a section of meaningful learning and

understanding of mathematics. The process of learning and instruction of number

sense is considered to be the key ingredient and a major topic in the mathematics

curriculum (National Council of Teachers of Mathematics, 1989; Yang et al,

2007; Nickerson and Whitacre, 2010).

Number sense refers to an individual’s general understanding of numbers

and its operations, with the ability to develop useful, flexible and efficient

strategies for handling numerical problems (Yang, 2003). According to Nickerson

and Whitacre (2010), number sense can be described as good intuition about

numbers and their relationships. Individuals with good number sense tend to

exhibit the following characteristics when performing mental computations;

sense-making approach, planning and control, flexibility and appropriate sense of

reasonableness. This is a very important skill that has to be mastered by every

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

individual to enable them to handle numerical problems in their daily life

situations (Mohini Mohamed and Jacinta Johnny, 2010).

According to Yang et al (2007), number sense becomes meaningful and

valuable to students when teachers believe that developing number sense is more

important than mastering the rules associated with written computation. However,

many studies have shown that students demonstrate very little understanding of

numerical situations when they solve number problems (Noor Azlan and Munirah

Ghazali, 2000). Students rarely face problems when performing algorithms.

Unfortunately, when it comes to understanding the meaning of number and

operations, relative number sizes, composing numbers and recognising effect of

operations on numbers, students generally fail to master the latter.

According to Tom Loveless, basic math skills are necessary to advance in

math. Providing opportunities to apply basic concepts and operations in daily

activities will reinforce students’ skills and motivate them to progress in

mathematics. Despite their mastery of mathematical concepts, however, students

have difficulty learning elementary mathematics because students are often

discouraged from using their informal knowledge (Hiebert & Lefevre, 2010;

Romberg & Kaput 2008).

Through the teaching experience at East Prosperidad Central Elementary

School finding that most of the Grade 3 students do not master the basic
THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

operations (add, subtract, multiply and divide) very well because they are unable

to understand the concept meaningfully. These students will face some problems

when studying for a higher level or further topics, as most of the mathematics

related questions require students to mastering the basic operations. In accordance

to that, this study assessed the difficulties solving and learning basic operations in

Grade 3 Mathematics. Specifically, it explores how their general understanding of

numbers and its operations of the students in Mathematics. It also determined the

least learned topics/competencies and misconceptions of pupils in Grade 3

Mathematics, the various reasons as to why students’ achievement and

performance is very low in this particular subject.

The particular problem noted is the children’s inability to perform basic

operations in mathematics. They lack the ability to perform computations such as

additions, subtractions, multiplication and division. The concern is if the problems

are not addressed in the Foundation Phase it might be too late to deal with them in

the higher school grades.

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Statement of the Problem

The main purpose of this research is to evaluate the mathematical

performance specifically in basic operations of Grade 3 pupils in Mathematics in

East Prosperidad Central Elementary School. Along with the intervention

planned, this research will also examine the possible causes of difficulties

encountered in learning and students’ low achievement in Mathematics.

Specifically, it seeks to answer the following questions:

1. How are the students evaluated in terms of basic computational skills?

2. What are the difficulties encountered by the pupils in learning basic

operations in Mathematics?

3. What operation/s that most students considered as very difficult?

4. What are the possible causes in of pupils’ low achievement and

performance in Mathematics?

5. Is there a significant difference between the mean scores of the pre-test

and post-test of the pupils in basic operations test?

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Review of Related Literature

Addition, subtraction, multiplication and division of whole numbers

represent the basic operations of mathematics. Much of mathematics is a

generalization of these operations and rests on an understanding of these

procedures. They must be learned with fluency using standard algorithms. The

standard algorithms are among the few deep mathematical theorems that can be

taught to elementary school students. They give students power over numbers

and, by learning them, give students and teachers a common language.

Different research or experiments were conducted to discuss and analyze

the students’ difficulties to perform addition, subtraction, multiplication and

division with natural numbers. In this direction arises the article by Felicio and

Policarpo (2015) entitled “The use of games as a teaching resource” which

presents the story of an experiment that uses mathematical games as a teaching

resource in the teaching learning process carried out with students from sixth

grade of elementary education. These games were used as target for students

solve the four basic operations, addition, multiplication, division and subtraction

with natural numbers. The authors state that the use of games as a teaching and

learning strategy in the classroom is a pedagogical resource that allows students to

develop operations solving methods with natural numbers, stimulating their

creativity and participation, because to win the student has to make use of

strategies that allow them to hone the skills that make up the logical reasoning.
THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

The student’s difficulties to perform operations were the reason that

inspired Pedro D’Alcantara Almeida Lisboa to propose a method for performing

operations with natural numbers. This method was called “reasoned Arithmética”

and was presented by Elenice de Souza Ledron Zuin in her article called “The

four fundamental operations in the ‘reasoned Arithmética’” by Peter D’Alcantara

Lisboa, published in 1983. According to the author, Lisboa, in his book, seeks to

encourage students’ thinking showing an analytical method that accompanies the

practical methods (algorithms) to perform addition, subtraction, multiplication

and division with natural numbers. This method consists in the decomposition of

numbers allowing visualization of the various steps used in the use of algorithms

procedures that are not understood but carried out mechanically. The underlying

process in the execution of the algorithm becomes explicit from the

decomposition of numbers. Lisboa, according to Zuin (2005) sought to focus on

the reasoning and exposed processes.

Despite having a high level of competency in performing algorithms in the

classroom, students are still found weak in the number sense component, namely;

understanding the meaning of number and operations, relative number sizes,

composing numbers and recognising effect of operations on numbers (Mohini

Mohamed and Jacinta Johnny, 2010).

The article entitled “Go one”? “Lend one”? “What does that mean

exactly?” by Prieto (2016), points out that the addition and subtraction operations
THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

with natural numbers is a source of many problems for students when these

operations require reservation. The author argues that these operations are taught

as techniques to be followed as to the teaching of the algorithm to be confused

with the operation.

Mohini Mohamed and Jacinta Johnny (2010) in their research have

reported that, despite having a high level of competency in performing algorithms

in the classroom, students are generally weak in number sense. This is significant

especially in the elements of understanding the meaning of number and

operations, relative number sizes, composing numbers and recognizing effect of

operations on numbers.

Mastery of addition and subtraction computations is basic to later success

in mathematical work, because the understanding of multiplication and division

are based on the primary concepts of addition and subtraction. For instance,

multiplication repeats addition and division repeats subtraction. These two

operations are basic for all further learning in mathematics, and without their

accomplishment, the chances of a child acquiring higher order mathematical skills

would be limited (Schunk 2004:414).

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Methodology

This study is a quantitative research design which aimed to evaluate the

mathematical performance specifically in basic operations of Grade 3 pupils in

mathematics. The researcher administered a diagnostic test to thirty-five (35)

respondents regarding with the four types of mathematical operations: addition,

subtraction, multiplication and division. The first administration was considered

as the pre-test. This was done in order to measure the stock knowledge and

mastery of the pupils in mathematical operations. After the re-test, the scores of

the pupils were recorded and the difficult operations were determined based on

the scores of the respondents and were made as basis for the crafting and

development of intervention. The scores of the pupils during the pre-test revealed

that all basic operations were difficult to them. But, all of them have really the

most difficulties in division and multiplication. Based on this result, the

researcher planned, designed, and applied the intervention.

The researcher chose to design interventions that were simplified,

localized, and contextualized. The application of the intervention program

involved mental calculations, mastery of algorithms of each operations and

computations.

As the focus of study to determine the impact of interventions to the

pupils’ performance, the researchers conducted several activities to improve the

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

pupils’ performance in mathematical basic operations such as flashcards for

mental calculations as a drill during math time, explaining each operation in order

the pupils to understand more, and carefully teaching the step by step procedures

and rules in each operation. Each operation has duration of one week in order to

have an effective mastery and addressed their difficulties.

During lunch time, the MATH LUNCH was applied were pupils have to

answer the window cards provided by their teacher after lunch. These window

cards have 20 – items and were categorized by operation. After answering the

window cards, the teacher corrected their answers. And the item that has the most

pupils got wrong was explained and shows the correct way to solve it. This

intervention was done in four weeks supported by the cooperating teacher.

The researcher interviewed each pupil on why do they have difficulties in

mathematical operations and what is the most difficult operation to them. The

researchers noted all the answers each of the pupil and sum up all the answers to

determine the causes of difficulties and low performance in mathematics

specifically the four fundamental basic operations and the most difficult operation

to them. After the interview, the researcher conducted the post test regarding in

four fundamental basic operations. The scores were recorded after the post test

and analyzed their scores from pretest to post test to determine if there was a

progress in their performance in conducting the interventions.

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Respondents and Setting of the Study

This study was conducted at East Prosperidad Central Elementary School

in Bahbah Poblacion, Prosperidad, Agusan del Sur. It is in the Grade 3 section

Macopa. The respondents of this study are the thirty-five (35) Grade 3 pupils

who undergo the pre and post intervention in evaluating the mathematical

performance specifically in basic operations in mathematics.

Interventions

There are several interventions administered by the researcher in order to

make the pupils understand and have mastery in performing four fundamental

operations in mathematics. One of the interventions was using a flashcards as a

drill before starting the lesson during math time. These flashcards contains

different operations and it helps the pupils to enhance and sharpen their mental

calculations. Mental math skills involve the ability to perform mathematical

calculations in the mind, without relying on pencil and paper. Mental math skills

enable students to estimate answers to calculations, and so be able to work

quickly on everyday problems and judge the reasonableness of answers calculated

formally.

There was a specific operation assigned each week for teaching the pupils.

The researcher prepared four lesson plans for teaching the four fundamental

operations for four weeks. Each lesson plans has a duration of one week. All the
THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

algorithms in each operation were discussed and explained thoroughly especially

the rules to be remembered in performing a specific operation. Different strategies

were applied in order to cope up the pupils’ ability and making mathematics fun

with learning in order to change their attitude or views towards this subject as the

most difficult subject area. Pupils need to be fluent with number facts in order to

perform mathematical calculations efficiently and accurately, whether mentally or

by applying algorithms on paper. The goal is for students to develop automaticity,

which is the ability to use skills or perform mathematical procedures with little or

no mental effort. Automaticity with math facts also supports students in critical

thinking and problem solving.

Lastly, the Math Lunch intervention where pupils have to answer the

window cards after lunch during 12:30 noon at 1:00 pm in the afternoon. The

window cards are categorized into two, the solving where numbers are already

given and solve it directly and finding the number sentence in order to solve. This

intervention helps the pupils to have mastery in computations and following the

correct algorithms each operation. Through this intervention, it is important for

pupils to become proficient in using the operations of addition, subtraction,

multiplication, and division in the elementary grades. It helps also the teachers to

keep in tack the pupils and avoids cutting classes or playing outside during noon

time. Though individual students may progress at different rates, generally

speaking, addition/ subtraction facts should be mastered by the end of Grade 3

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

(Chapin & Johnson, 2006) – but students should continue to practice and extend

their proficiency throughout the grades and in the context of learning in all the

strands of the mathematics curriculum.

Action Plan
THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Data Analysis

Table 1: Total of Scores and Average of Pre-Test and Post Test in Basic Operations Test

TOTAL AVERAGE PERCENTAGE

SCORES (20) (100%)
(700)

169 4.8 24.14%

PRE-TEST
POST TEST 605 17.3 86.42%

The scores of the pupils in the post-test were calculated and tabulated for

analysis. Table 1 shows the analysis of between pre-test and post-test. From the

result of pre-test indicate that majority of the pupils are located at the level of

poor achievement with the total of 169 scores out of 700 with an average of 4.8

and a percentage of 24.14%. While the post test scores indicate that most of the

got pupils got high scores with the total of 605 out of 700 with an average of 17.3

and a percentage of 86.42% which is considered as a passing rate. Based on the

table shows, there was a significant difference between the pre-test and post test

scores of the pupils.

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

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The National Center for Teacher Education

Table 2: Summary of Factors that Pupils Low Achievement and Performance in

Mathematics

NO. OF RESPONDS OF MOST

FACTORS
PUPILS
Mathematics is the most difficult
10
subject area.
Pupils have lack of interest and
motivation in mathematics especially in 8
solving.
Confusion in mathematical concepts
9
and algorithms.
Learning environment 1
Lack of instructional materials
7
(concrete objects, charts, etc.)

Based on the table, out of 35 pupils 10 of them responded that

mathematics is the most difficult subject area during the interview. While 9 out of

35 responded that they have confusion in mathematical concepts and algorithms.

It was followed by having lack of interest and motivation in learning

mathematics, lack of instructional materials, and learning environment.

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Results
The Percentage of Pre-Test and Post Test Results
100.00% and
90.00% 86.42%
80.00%
70.00%
60.00%
Percentage
50.00%
40.00%
30.00% 24.14%
20.00%
10.00%
0.00%
Pre-Test Post Test
Discussion

Figure 1

The researchers obtained the percentage scores of the pupils that are shown

in Figure 1. The graph clearly shows that percentage scores of the pupils in post-

test who undergo interventions is higher than the percentage scores of the pupils
THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

during pre-test which is no interventions is being applied. The percentage of the

pupils with intervention is 86.42% and the percentage of the pupils without

intervention is 24.14%. Overall, this data implies that the interventions applied in

addressing the difficulties of pupils in four fundamental basic operations were

effective and these interventions contributed to the improved performance of the

pupils in mathematics.

Based on the responds of the pupils and the results of the tests, the

difficulties encountered by the pupils in learning basic operations are algorithms

of each operation. Mostly, they have confusion of the procedures such as in

adding and subtracting numbers with or without regrouping, multiplying and

dividing two to three-digit numbers and the most difficult operation based on the

results is division. Once one of the algorithms of the operations is incorrect, the

pupils will inculcate that incorrect procedure and they will applied it as they go on

higher grades. And most of the pupils’ reasons why they have difficulties in basic

operations because they perceive mathematics as the most difficult subject area.

Moreover, pupils who were weak in conceptual understanding were found to lack

in arithmetic and procedural skills (Latha 2007). Thus, there might be an

interaction among different skills. This is why interventions is being implemented

in order to correct their confusions and gives the pupils a motivation that learning

mathematics is very important especially the four fundamental basic operation.

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Overall, through the interventions, the pupils’ performance in

mathematical basic operations had a progress and effective in addressing their

difficulties. The least learned also was identified which is the division through

interventions and during the pre-test. All in all, the interventions are effective and

it makes the pupils’ to have mastery and a clear vision that basic operations are

the most significant area in mathematics that should be mastered in order to level

up in higher grades.

Conclusion

On the basis of the findings, the researchers arrived into a conclusion that

there is a significant difference between the mean scores of the pre-test and post-

test of the pupils in basic operations test. So, the interventions applied were

effective and could contribute to the improvement of the pupils’ performance in

solving mathematical equations using four fundamental basic operations. It has a

positive impact to the pupils because it may help children achieve efficiency but

not other aspects of computational fluency—namely, appropriate and flexible

application—or other aspects of mathematical proficiency—namely, conceptual

understanding, strategic mathematical thinking, and a productive disposition.

This research study has achieved its objective in addressing the difficulties

in four fundamental basic operations of Grade 3 pupils section Macopa in helping

them to master the concepts of basic operations. The analysis has shown that the
THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

result can become an evidenced to the improvement of pupils’ achievement in

mathematics subject. The result indicates the positive impact on the respondents

after the intervention implemented. Therefore, Math Lunch is a new method to

reduce the difficulties issues of pupils in mastering the concept of basic operations

and help to improve the pupils’ proficiency and computational fluency.

The content is indeed useful and thus a great help for us teachers if we get

to know the low performing pupils in the class especially in Mathematics subject

in which this is one of the core subjects in the curriculum. This contains

interventions intended to enhance the learning of the subject and is geared

towards meeting the needs of slow learners in Mathematics, thus giving them a

sense of achievement in their performance. Moreover, this is a much needed

resource material that will help provide our children the Mathematics power they

need to function effectively in our ever-changing society.

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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

References

Adnan, M., &Zakaria, E. (2010). Exploring Beliefs of Pre-Service Mathematics

Teachers: AMalaysian Perspective. Asian Social Science, 6(10), p152.
Chapin, S. H., & Johnson, A. (2006). Math matters: Understanding the math you
teach, Grades K–8 (2nd ed.). Sausalito, CA: Math Solutions Publications.

Felício, C. M. P., & Policarpo, F. (2015). The Use of Games as a Teaching

Resource. In P. Grossa, & P. Anais (Eds.), XIII EPREM: Practice and Research in
Mathematics Education (pp. 1-9). Ponta Grossa: UEPG.

Hiebert, J., & Lefevre, P. (2010). Conceptual and procedural knowledge in

mathematics: An introductory anaiysis. In J. Hiebert (Ed.). Conceptual and
~rocedural knowledae: The case of mathematics (pp. 1-27). Hillsdale, NJ:
Lawrence Erlbaum Associates, Inc
Ismail, N.A. and Awang, H. (2015). Differentials in mathematics achievement
among eightgrade students in Malaysia. International Journal of Science and
Mathematics Education.6(3), 559-571.
K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10). Retrieved
from goo.gl/3Qxsj5 on January 2, 2016.
Latha Maheswari Narayanan (2007). Analysis of Error in Addition and
Subtraction of Fraction among Form 2. Kertas Projek Sarjana Pendidikan.
Universiti Malaya.
THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Mahamad, S., Ibrahim, M.N. and Taib, S.M. (2010). M-learning: A new paradigm
of learning mathematics in Malaysia. arXiv Preprint arXiv, 1009-1170.
Mohini Mohamed and Jacinta Johnny. (2010). “Investigating Number Sense
Among Students.” Procedia-Social and Behavioral Sciences, 8, 317-324
National Council of Teachers of Mathematics. (1989). Curriculum and Evaluation
Standards for School Mathematics. Reston: VA: NCTM.
Nickerson, S.D. and Whitacre, I. (2010). “A Local Instruction Theory for the
Development of Number Sense.” Mathematical Thinking and Learning, 12,
227252.

Noor Azlan Ahmad Zanzali and Munirah Ghazali. (2000). “Assessment of School
Children’s Number Sense.” Proceedings of the International Conference on
Mathematics Education into the 21st Century: Societal Changes: Issues and
Approaches. Cairo, Egypt. 15-20 January 2000.
Prieto, A. C. S. (2016). Go One? Lend One? What Does That Mean Exactly?
http://www.planetaeducacao.com.br/portal/artigo.asp?artigo=590

Schunk, D.H. (2004). Learning theories. 4th Ed. United States of America:
Library of Congress Cataloguing in Publication Data.

Yang, D.C., Reys, R.E. and Reys, B.J. (2007). “Number Sense Strategies Used by
Pre-Service Teachers in Taiwan.” International Journal of Science and
Mathematics Education. 7(2): 383-403
Zuin, E. de S. L. (2005). The Four Fundamental Operations in “Arithmética
Reasoned” by Pedro D’Alcântara Lisboa, Published in 1983. Magazine Education
Issues, 23, 31-52.
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APPENDIX A

Pre-Test and Post Test Scores of Grade 3 Pupils in Section Macopa

Pupil No. PRE TEST POST TEST

1 7 19
2 6 18
3 2 15
4 8 20
5 6 19
6 3 15
7 6 19
8 3 16
9 3 16
10 1 15
11 3 17
12 5 17
13 9 20
14 7 18
15 2 15
16 4 16
17 5 18
18 5 19
19 4 17
20 6 17
21 2 15
22 4 16
23 1 15
24 6 15
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25 8 20
26 6 19
27 2 15
28 7 18
29 9 20
30 9 20
31 8 19
32 1 16
33 1 17
34 0 14
35 10 20
TOTAL 0 605
AVERAGE 4.8 17.3

APPENDIX B

Research Instrument

Basic Operations Test in Grade 3

NAME: _________________________________________________

A. Add the following.

B. Subtract the following.

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

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C. Multiply the following.

D. Divide the following.

THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

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APPENDIX C

Documentation

During Pre-Test
THE DIFFICULTIES IN FOUR FUNDAMENTAL BASIC OPERATIONS

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During Post Test

APPENDIX D

Documentation

It was taken during

Math Lunch. The
researcher was
helped by her
cooperating teacher
to implement the
intervention.
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The National Center for Teacher Education