A Comparative Study of Computer-assisted Drill and Peer-assisted Drill in Teaching Basic Arithmetic Facts of Multiplication PDF Download
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Author: Tom B. LaRue
Publisher:
ISBN:
Category :
Languages : en
Pages : 46
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Author: Tom B. LaRue
Publisher:
ISBN:
Category :
Languages : en
Pages : 46
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Author: Clare Orlandi Doglio
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 100
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Author: M. Zweng
Publisher: Springer Science & Business Media
ISBN: 1468482238
Category : Mathematics
Languages : en
Pages : 740
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Book Description
Henry O. Pollak Chairman of the International Program Committee Bell Laboratories Murray Hill, New Jersey, USA The Fourth International Congress on Mathematics Education was held in Berkeley, California, USA, August 10-16, 1980. Previous Congresses were held in Lyons in 1969, Exeter in 1972, and Karlsruhe in 1976. Attendance at Berkeley was about 1800 full and 500 associate members from about 90 countries; at least half of these come from outside of North America. About 450 persons participated in the program either as speakers or as presiders; approximately 40 percent of these came from the U.S. or Canada. There were four plenary addresses; they were delivered by Hans Freudenthal on major problems of mathematics education, Hermina Sinclair on the relationship between the learning of language and of mathematics, Seymour Papert on the computer as carrier of mathematical culture, and Hua Loo-Keng on popularising and applying mathematical methods. Gearge Polya was the honorary president of the Congress; illness prevented his planned attendence but he sent a brief presentation entitled, "Mathematics Improves the Mind". There was a full program of speakers, panelists, debates, miniconferences, and meetings of working and study groups. In addition, 18 major projects from around the world were invited to make presentations, and various groups representing special areas of concern had the opportunity to meet and to plan their future activities.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 876
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Author: Elizabeth A. Pflug
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 166
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A pretest-posttest design was used to compare the effectiveness of computer-assisted-instruction (CAI) drill and practice with the effectiveness of same-age peer-tutor drill and practice on promoting mastery of multiplication facts. The subjects were students from three, fourth grade classes in the Reedville School District of Aloha, Oregon. Two fourth grade classes were randomly assigned to two treatment groups: CAI and same-age peer-tutoring. A third class was designated as a control group. Students in the CAI group drilled on multiplication facts independently at a computer for 10 minutes per day for 25 days. Students in the same-age peer-tutor group tutored classmates using multiplication flashcards for 5 minutes and were tutored for an additional 5 minutes for a total of 10 minutes per day for 25 days. The control group received traditional math instruction consisting of daily, one-minute, mastery tests. Drill and practice was independent and self-paced. Treatment consisted of drill and practice on multiplication facts with multipliers 0-9 and multiplicands 6-9. The pretest and posttest were computer-constructed criterion tests consisting of randomly selected multiplication facts from the treatment set. Fifty-two students began the treatment. Forty-five students completed treatment and the posttest. Analysis of variance and Tukey's multiple comparison test showed a significant difference between the CAI group (x̄ = 48.00) and control group (x̄̄ = 67.60) on the pretest. However, on the posttest, analysis of covariance revealed no significant difference among the groups (p = .05). Therefore, the null hypotheses for the study were accepted. The hypotheses predicted there would be no significant difference between the groups' mean math scores on the posttest. Although the study did not identify either CAI or same-age peer-tutoring drill and practice as more effective than the other, it did show both strategies to be equally effective in promoting mastery of basic math facts. The adjusted group means were CAI: 93.97 and same-age peer-tutoring: 93.43. In finding the two strategies to be equally effective, the study identified same-age peer-tutoring as a cost-effective alternative to CAI drill and practice. The findings have implications for staff development, curriculum planning, and for teachers' selection of drill and practice strategies.
Author: Kelli D. Cummings
Publisher: Springer
ISBN: 1493928031
Category : Psychology
Languages : en
Pages : 391
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Book Description
This book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and complexities surrounding fluency concepts and their resulting impact on testing, intervention, and students' educational development. Applications of this knowledge in screening and testing, ideas for creating more targeted measures, and advanced methods for studying fluency data demonstrate the overall salience of fluency within CBM. Throughout, contributors argue for greater specificity and nuance in isolating skills to be measured and improved, and for terminology that reflects those educational benchmarks. Included in the coverage: Indicators of fluent writing in beginning writers. Fluency in language acquisition, reading, and mathematics. Foundations of fluency-based assessments in behavioral and psychometric paradigms. Using response time and accuracy data to inform the measurement of fluency. Using individual growth curves to model reading fluency. Latent class analysis for reading fluency research. The Fluency Construct: Curriculum-Based Measurement Concepts and Applications is an essential resource for researchers, graduate students, and professionals in clinical child and school psychology, language and literature, applied linguistics, special education, neuropsychology, and social work.
Author: Nabeel Alsalam
Publisher: Government Printing Office
ISBN:
Category : Education
Languages : en
Pages : 412
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1472
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1192
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Author: Roberta Wells
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 98
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Book Description
