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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: 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: 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 Eight electronic data bases and 12 peer-reviewed journals were searched to locate both published and unpublished studies conducted in the U.S. between 1989 and 2010.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: 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: Keith A. Urlacher
Publisher:
ISBN:
Category : Games in mathematics education
Languages : en
Pages : 172
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Book Description
This project sought to determine how or if the use of manipulatives and mathematical games would affect student attitudes and achievement in a fifth grade classroom. Results of the study involving students in a low ability math group indicated an increase in student attitude but a decrease in student retention of content.
Author: Edna Leticia Hernández Garduño
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 89
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Book Description
In 2002, University of Cincinnati faculty members from the College of Engineering and the College of Education, Criminal Justice, and Human Services proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' achievement in and attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The mathematics achievement test scores and a survey measuring students' attitudes toward mathematics were obtained for both groups of students. An effect on mathematics achievement was significant at p
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 306
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Book Description
Author: Treasia Cortez Fields
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 78
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Book Description
When students are enrolled at an Alternative school the idea is that the student will be academically successful and rectify any behavioral issues that they may have. Through the nurturing and educating environment students should be able to recover from any distractions that may have caused them to be placed in an alternative setting. With the goal in mind, teachers of the alternative schools must determine methods of engaging students in their course work and ultimately being successful. The use of manipulatives is an ideal way of gaining the attention of the students and making abstract ideas more concrete in learning.
Author: Birgit Pepin
Publisher: Springer
ISBN: 3319068083
Category : Education
Languages : en
Pages : 415
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Book Description
This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable” of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research and introduces the new field of ‘collectives’ to explore affect systems in diverse settings. Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics and in which ways are knowledge and affect related?
Author: Diem Mai Nguyen
Publisher:
ISBN:
Category :
Languages : en
Pages : 230
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Book Description
