EFFECTIVENESS OF MENTAL MATH STRATEGY IN TEACHING MATHEMATICS TO GRADE 1 LEARNERS

Abstract

The research findings unveil significant insights into the effectiveness of a mental math strategy in enhancing the mathematical performance of grade 1 learners. Initially, both control and experimental groups exhibited satisfactory performance attributed to foundational knowledge acquired in kindergarten and initial grade 1 lessons on addition and subtraction. Following the implementation of the mental math strategy, the control group maintained their satisfactory performance, while the experimental group showed remarkable improvement, highlighting the efficacy of instructional materials and drills associated with mental math. Moreover, techniques such as counting up or back and the use of number lines proved effective in augmenting students' mathematical abilities. Based on these findings, several recommendations are proposed. Firstly, schools and educators are urged to continue enriching students' understanding of whole number concepts using diverse instructional materials and technological resources. Secondly, teachers are encouraged to integrate mental math strategies into their teaching practices, leveraging various learning aids and visual tools to facilitate comprehension. Additionally, both educators and parents are advised to employ counting techniques and number lines through interactive methods such as games and drills to enhance math learning outcomes. Lastly, collaborative learning environments should be fostered, allowing students to engage in problem-solving tasks together, thereby promoting teamwork and peer support while utilizing different mental math strategies. The study's Design and Methodology section provides a comprehensive outline of the research approach, including data collection tools and ethical considerations, employing a descriptive quantitative method to evaluate the efficacy of the mental math strategy in teaching addition.