MATHEMATICS SCAFFOLDS LEARNING STRATEGY
AND PRIMARY SCHOOL PUPILS’ KNOWLEDGE OF BASIC
NUMERATION IN UYO METROPOLIS OF AKWA-IBOM STATE
Okri, J. A. (Ph.D)
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+234-8067525992
Esuong, U. U. (Ph.D)
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Emeka Standhope, l
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+234-8036819007
Department of Mathematics and Computer Science Education
University of Calabar,
Calabar-Nigeria
Abstract
The study investigated effect of mathematics scaffolding learning strategy on primary school
pupils’ knowledge of Basic Numeration in Uyo Metropolis of Akwa-Ibom State. Two objectives
and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted
quasi-experimental design. Stratified sampling technique was used to select a sample of 385
primary 6 pupils from the population of 12,467. The experimental class was exposed to
mathematics scaffolding learning strategy on primary school pupils’ knowledge of Basic
Numeration while the control class was exposed to normal mathematics class otherwise called
conventional method. Mathematics Achievement Test (MAT) was the instrument used to collect
data. Analysis was done using mean standard deviation and independent t-test. The result
showed that; there was a significant mean difference between pupils who were taught
mathematics using mathematics scaffolding learning strategy. Also, there was no significant
difference in the mean performance score between urban and rural pupils when taught
mathematics using the scaffolding learning strategy. Based on these findings, it was
recommended that teachers should adopt mathematics scaffolding learning strategy to teach
primary school pupils. 
Keywords: Scaffolding, Mathematics, Knowledge, Numeration and gender. DOWNLOAD FULL PDF