An Action Based Research Study on How Using Manipulatives Will Increase Students' Achievement in Mathematics PDF Download
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Author: Crystal Allen
Publisher:
ISBN:
Category :
Languages : en
Pages : 18
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Book Description
The purpose of this study is to find out if meaningful educational activities and the use of a manipulative in those activities might have an impact on student achievement. Using manipulative as cognitive tools should improve the teaching and learning process, and encourage student reflections on retaining the information. It has been claimed that the usage of a manipulative not only increases student achievement, but also allows them to improve their conceptual understanding and problem solving skills. The use of a manipulative can also promote a student to have a positive attitude toward mathematics. The research was completed was an action research project with one fifth grade math class over the course of three days. The subjects in this group participate in program by the name of Everyday Math, which they are required to take a pretest and posttest before they are taught any lessons in that unit. Each unit consists of hands-on manipulative, games, partner activities, and everyday mathematics tools. The research was based off of a pretest given the first day, and introduction to the unit using manipulatives on the second day, and a posttest on the third day. All students were given the exact instructions on using pattern blocks to understand the relationship of interior angles in various polygons. All students were given the same pretest and posttest. The results of my study revealed that students using a manipulative improved their level of achievement, increased their understanding, and promoted a positive attitude to a mathematical concept that they previously struggled with before using a manipulative. (Pre-Test and Post-Test Scores/Changes/Averages are appended.).
Author: Crystal Allen
Publisher:
ISBN:
Category :
Languages : en
Pages : 18
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Book Description
The purpose of this study is to find out if meaningful educational activities and the use of a manipulative in those activities might have an impact on student achievement. Using manipulative as cognitive tools should improve the teaching and learning process, and encourage student reflections on retaining the information. It has been claimed that the usage of a manipulative not only increases student achievement, but also allows them to improve their conceptual understanding and problem solving skills. The use of a manipulative can also promote a student to have a positive attitude toward mathematics. The research was completed was an action research project with one fifth grade math class over the course of three days. The subjects in this group participate in program by the name of Everyday Math, which they are required to take a pretest and posttest before they are taught any lessons in that unit. Each unit consists of hands-on manipulative, games, partner activities, and everyday mathematics tools. The research was based off of a pretest given the first day, and introduction to the unit using manipulatives on the second day, and a posttest on the third day. All students were given the exact instructions on using pattern blocks to understand the relationship of interior angles in various polygons. All students were given the same pretest and posttest. The results of my study revealed that students using a manipulative improved their level of achievement, increased their understanding, and promoted a positive attitude to a mathematical concept that they previously struggled with before using a manipulative. (Pre-Test and Post-Test Scores/Changes/Averages are appended.).
Author: Steven W. Lett
Publisher:
ISBN:
Category :
Languages : en
Pages : 21
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Book Description
This is an action research project to test a null hypothesis, which states that the use of manipulative materials within the context of mathematics instruction will not yield a significant increase in student achievement. Based on the research, using manipulative materials should have a positive impact on student achievement. Allowing students to use tangible objects helps them to see the concept concretely instead of abstractly. Once a person sees something, it is more likely that they will remember, or at least retain, it for a longer period than if it was just told to them. This concept is the basis for the entire action research. This action research was completed over the course of three days. The subjects that participated in the study were fifth grade students in a school in Detroit, Michigan. The students were required to take a pre-test and post-test on the addition and subtraction of fractions. First the students were given the pre-test. Next the students were taught a lesson on adding and subtracting fractions using apples, oranges, and various other fruits as the as the denominators of our fractions. All students were given the exact instructions on using fruits to understand the relationship of having like denominators before addition or subtraction of fractions takes place. All students were given the same pre-test and post-test. (Pre-test and Post-test Scores, Changes and Averages are appended.).
Author: George Lakoff
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 520
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Book Description
A study of the cognitive science of mathematical ideas.
Author: Jadwiga Domino
Publisher:
ISBN:
Category :
Languages : en
Pages : 126
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Book Description
Even though there numerous books, articles, research studies, and other publications written since National Council of Teacher of Mathematics (NCTM) published Curriculum and Evaluation Standards of School Mathematics in 1989 have advocated the use of manipulatives in the teaching of mathematics, there is no conclusive evidence showing that the use of manipulatives helps students attain higher achievement in mathematics. The purpose of this meta-analysis is to investigate the overall effect of using manipulatives in mathematics instruction, compared to traditional instructional methods, on students' achievement in mathematics in kindergarten through Grade 6. After formulating the research question, the following steps were undertaken: developing a coding form, gathering research studies by searching the literature, coding the appropriate information from each study, calculating effect sizes, and analyzing and interpreting the effect sizes.^The coding form developed for this study included study characteristics such as year of publication, type of publication, study design, student ability level, SES of the students, type of community, type of measuring instrument, and duration of treatment. These nine study characteristics became the moderator variables of this study and it was found that they had a significant impact on the overall mean effect size. Eight electronic data bases and 12 peer-reviewed journals were searched to locate both published and unpublished studies conducted in the U.S. between 1989 and 2010. Eligible studies met the following search criteria: manipulative use was compared to manipulative nonuse, students were in kindergarten through Grade 6, sufficient information was reported for the calculation of effect sizes, and a control group/treatment group design was used.^The search of online databases and education journals revealed 1035 articles about manipulatives and yielded 31 primary studies that met the search criteria. These studies represented 5288 students and produced 35 effect sizes. The mean effect size was 0.50 with a confidence interval between 0.34 and 0.65. These results indicate that students who used manipulatives during mathematics instruction had statistically significant higher mathematics achievement than students who were taught by traditional teaching methods. A 0.50 effect size can be interpreted to mean that students who used manipulatives scored one-half of a standard deviation higher on mathematics achievement tests than students who did not use manipulatives. This improvement in achievement implies that the average student who used manipulatives performed better than 69% of the students who did not use manipulatives.^An implication of this research study is that there is evidence that student achievement in mathematics in kindergarten through Grade 6 can be improved as a result of using manipulatives. Implications for practice are that curriculum supervisors can confidently recommend policies that include manipulatives in the teaching of mathematics, teacher educators should guide future teachers in the proper use of manipulatives, and professional development personnel can encourage and prepare teachers to incorporate the use of manipulatives in their teaching practices.
Author: Amy B. Holmes
Publisher:
ISBN:
Category :
Languages : en
Pages : 18
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Book Description
Four figures and three tables are appended.There is growing consensus among researchers, educators, and policy makers about the need for greater emphasis on ambitious student-centered mathematics instruction in light of mounting concern about student mathematics performance in the intermediate grades and beyond. To facilitate educators' adoption of ambitious mathematics instructional practices, recent reform initiatives, such as the Common Core Standards for Mathematics (CCSM), have specified the content elementary students should learn and the practices in which students should engage, while organizations such as the National Council of Teachers of Mathematics (NCTM) have assumed responsibility for making recommendations for improving instructional practices in mathematics. In particular, since 1989, the NCTM has continually called for the increased use of manipulative materials at all levels of mathematics education in order to support students' conceptual and procedural understanding. However, the evidence for the effects of using manipulatives to support student mathematics achievement across the primary and secondary grades is generally mixed. Investigating reasons for such contradictory findings through rigorous inquiry is important for advancing both theory and practice in mathematics education. This systematic review and meta-analysis seeks to address this issue in order to strengthen communication and research partnerships with educators, administrators, and policy makers interested in effective practices in mathematics education. A comprehensive literature search was conducted to identify qualifying studies reported between 1989 and 2012, including a search of electronic bibliographic databases, gray literature databases, and reference lists of research reports and prior reviews. The search culminated in a total of 856 reports, of which 17 reports describing 21 primary studies met the eligibility criteria after screening of titles, abstracts, and/or full-text reports, for a total sample of 1519 students. Two separate meta-analyses were conducted for the comparison of manipulatives use to a business as usual nonuse condition (14 studies, 14 effect sizes, 1126 students) and for the comparison of virtual manipulatives use to a business as usual physical manipulatives use condition (7 studies, 7 effect sizes, 393 students). Although clearly not a mathematics achievement panacea, results from this review provide evidence that student achievement in grades PK-12 can be improved through the use of mathematics manipulatives. Among other implications, practitioners, administrators, and policy makers may want to consider purchasing more inexpensive manipulative materials in order to reserve funds for other interventions that research has shown to have a more substantial impact on student mathematics achievement. Tables and figures are appended.
Author: Stephanie Sessa
Publisher:
ISBN:
Category :
Languages : en
Pages : 46
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Book Description
Research has shown that the use of manipulatives during math instruction may or may not increase student achievement in problem solving among elementary students (Mistretta, 2000). The purpose of this study is to how active involvement with manipulatives affects students ability in mathematical problem solving. This study will involve two groups of second graders; one group who will be using manipulatives during problem solving in mathematics and another group who will not use manipulatives as part of mathematics instruction.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131987
Category : Education
Languages : en
Pages : 53
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Book Description
Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Author: Karen White
Publisher:
ISBN:
Category : Manipulatives (Education)
Languages : en
Pages : 15
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Book Description
Educational research shows that the effective use of manipulatives in mathematics instruction can increase student comprehension as well as improve student retention of mathematics concepts. Additional findings reveal that mathematics instruction using manipulatives produces greater gains in student achievement than instruction without the use of manipulatives. Other students indicate that incorporating manipualtives in mathematics instruction promotes positive student attitudes by making activities engaging and interesting -- Page 1.
Author: Richard A. Lesh
Publisher: Routledge
ISBN: 1135484333
Category : Education
Languages : en
Pages : 145
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Book Description
This special issue of Mathematical Thinking and Learning describes models and modeling perspectives toward mathematics problem solving, learning, and teaching. The concern is not only the mature forms of models and modeling in communities of scientists and mathematicians, but also the need to initiate students in these forms of thought. The contributions of this issue suggest a variety of ways that students (children through adults) can be introduced to highly productive forms of modeling practices. Collectively, they illustrate how modeling activities often lead to remarkable mathematical achievements by students formerly judged to be too young or too lacking in ability for such sophisticated and powerful forms of mathematical thinking. The papers also illustrate how modeling activities often create productive interdisciplinary niches for mathematical thinking, learning, and problem solving that involve simulations of similar situations that occur when mathematics is useful beyond school.
Author: Richard J. Kraft
Publisher:
ISBN:
Category : Curriculum-based assessment
Languages : en
Pages : 320
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