2025, Vol. 7, Issue 7, Part C

Author(s): Pankaj Kumar

Abstract: The increasing demand for effective pedagogical interventions to improve numeracy conceptualization in Indian middle schools necessitates the exploration of innovative teaching frameworks. This research investigates the effectiveness of the Experience, Language, Picture, and Symbol (ELPS) approach in enhancing numeracy understanding among students of classes 6 to 8 in Darbhanga district, Bihar. ELPS, grounded in constructivist learning theory, is designed to help students transition from concrete experiences to abstract mathematical reasoning by integrating multiple cognitive modes. Through a quasi-experimental design involving 180 students across six schools, the study evaluates pre- and post-intervention performance in areas such as number operations, fractions, and algebraic thinking. Statistical tools including paired t-tests and ANOVA were used for analysis. The results reveal significant improvement in numeracy scores among students taught using ELPS compared to the control group following conventional methods. The paper further discusses the implications of integrating ELPS in middle school curricula, challenges in implementation, and recommendations for scaling the model. Visual data representation through tables and plots enhances interpretability. The findings contribute to ongoing policy and pedagogical debates on improving foundational and advanced mathematical competencies in rural India.

DOI: 10.33545/27068919.2025.v7.i7c.1589

Pages: 178-181 | Views: 1064 | Downloads: 444

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