Keywords
mathematics, anxiety, attitudes, hands-on instructional strategies
Abstract
This study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments and student interviews. Performance data was collected using evaluative assessments. Results of this study showed a positive change in students' attitude towards mathematics. Student performance gains were recorded and analyzed throughout the 12-week study. Twenty of the 26 students who participated in the study scored satisfactorily on all evaluative assessments. Data indicated little change was evident in student performance on assessments due to the high performing students who participated in the study.
Notes
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Graduation Date
2006
Semester
Spring
Advisor
Gresham, Regina
Degree
Master of Education (M.Ed.)
College
College of Education
Department
Teaching and Learning Principles
Degree Program
K-8 Mathematics and Science Education
Format
application/pdf
Identifier
CFE0001025
URL
http://purl.fcla.edu/fcla/etd/CFE0001025
Language
English
Length of Campus-only Access
None
Access Status
Masters Thesis (Open Access)
STARS Citation
Hosack, Lindsey, "The Effects Of Hands-on Instructional Strategies On Fourth Grade Students' Attitudes And Performance In Mathematics" (2006). Electronic Theses and Dissertations. 825.
https://stars.library.ucf.edu/etd/825