The Effect of Math Manipulatives on First Grade Student Achievement PDF Download
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Author: Catharine Millikan Ely
Publisher:
ISBN:
Category : Manipulatives (Education)
Languages : en
Pages : 108
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Book Description
Author: Catharine Millikan Ely
Publisher:
ISBN:
Category : Manipulatives (Education)
Languages : en
Pages : 108
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Book Description
Author: Brenda M. Malik
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 166
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Book Description
Author: Douglas Crossley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 92
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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: 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: Annaleise Helm
Publisher:
ISBN:
Category : Manipulatives (Education)
Languages : en
Pages : 80
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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: Mary Kathleen Woodall Brady
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 178
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Book Description
Author: Kelly Brown Estes
Publisher:
ISBN:
Category : Manipulatives (Education)
Languages : en
Pages : 92
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Book Description
Investigates the effects of matching assessment methods with the method of instruction and compares the attitudes of students taught mathematics by using manipulatives and traditional methods.
Author: Kara White
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 113
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Book Description
The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school students. A quasi-experimental non-equivalent control-group design was used to examine 145, seventh-grade students from a North Georgia middle school. Data was collected to analyze if changes were experienced in pretest/posttest scores. A Mann-Whitney test was run and revealed initial group differences between the whole control and whole experimental groups, and also between average-achieving control participants and average-achieving experimental participants. An ANCOVA was then run to analyze the null hypotheses for the first and third research questions, revealing that there was no significant difference between posttest scores of the control and experimental groups when compared as whole groups. In addition, no significant differences were found between posttest scores of average-achieving participants in the control and experimental groups. Individual Mann-Whitney tests were used to examine the second and fourth research questions. The results showed that there were no significant differences between two of the subgroups (low-achieving control versus low-achieving experimental, high-achieving control versus high-achieving experimental) of the control and experimental groups.
