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Basic Mathematical Skills In Mathematics

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Basic Mathematical skills are considered as one of the foundations in mathematics. Understanding the concepts of four fundamental operations – addition, subtraction, multiplication and division of integers will keep the learners confident to step up to higher math but keeps returning to the basic mathematical concepts since K to 12 curriculum is a spiral progression. These operations are also known as arithmetic, the Do-Re-Mi of Mathematics (Byrce, 2016).
One of the learners’ gaps who enter in high school has difficulty in their basic mathematical skills and concepts especially in four fundamental operations of integers. Mathematics is commonly identified as one of the most difficult subjects encountered by learners in schools and adults
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In the study of Hetland (2000), Graziano, Peterson & Shaw (1999) found out that using music in teaching mathematics as a tool for learning, enjoying and retaining information. Using song-sided instruction in teaching four fundamentals operation of integers will set the mood of the learners and on the same time learning the concepts and apply the skills that are taught. In the study of Johnson and Edelson (2003), Wright (2009), Courey, (2012), Still and Bobis, (2005), Tuazon (2015) showed that integrating music in mathematics is effective teaching strategy to help the learners develop greater understanding of concepts inherent across disciplines. In supports of Tuazon’s finding, Capraro (2013) found out that “music math interdisciplinary lesson had a positive effect on multiple mathematical ability areas”. In the study of Byrce (2016) show that using “music elements in teaching mathematics helps the learners to better understand the mathematical concepts and the lack of activities that will draw deep connection between music and math”.
Integration of music in standard mathematics interdisciplinary class had optimistic effects on multiple mathematical abilities of the learners An, Capraro, Tillman (2013). It will not only improves learners attitude toward learning mathematics by teaching it in a meaningful and appealing context
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According to Jean Piaget’s learning theory (1952), children are active learners who master concepts by progressing through three levels of knowledge; concrete, pictorial, and abstract. Therefore, the use of manipulatives will allow the learners to explore concepts at first and then building understanding and internalizing mathematics processes and procedures. Through the use of concrete manipulatives in teaching mathematics, conceptual understanding can be develop and provide a strong foundation for learners mastering mathematical concepts.
The concrete manipulative that will be used in this study is the tile spacers. Tile Spacers is a concrete manipulative device and are little rubbery “positive (+) and negative (-) shaped”. Positive tiles have a value of +1 and negative tiles have a value of -1. A neutral pair consisting of one positive tile and one negative tile has a value of zero. A neutral field consists of many neutral pairs Tallman

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