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ERIC Number: ED339614
Record Type: RIE
Publication Date: 1987-Jul
Pages: 147
Abstractor: N/A
Reference Count: 0
SQUARE ONE TV: The Comprehension and Problem-Solving Study. Final Report.
Peel, Tina; And Others
A study assessed third- through sixth-grade children's comprehension of selected problem-solving segments from SQUARE ONE TV. A sample of 140 children, equally distributed among the four grades, with 49% girls and 51% boys, and an ethnic composition of 56% White, 22% Black, 19% Hispanic, and 3% other, and 3% other, were randomly assigned to viewing groups of three students of the same sex. Each group was shown two segments separated by a 5- or 6-week interval and assessed afterwards in a group interview for their ability to remember mathematically relevant information, understand the mathematical concepts and problem-solving principles, and extend the relevant concepts to new problem-solving situations. In addition, children were asked to describe their feelings upon reaching the solution of the problem and to recall as much as possible about previously viewed segments. Data analyses suggested the following conclusions: (1) segments' problem-solving content appeared to be accessible to children throughout the target age range; (2) satisfactory response rates began at 65% for third-graders and increased with age, indicating age-appropriateness of the segments; (3) children were able to extend problem-solving principles to new situations; (4) the segments provided motivating context for mathematical "happy,""glad," and/or "proud" suggested that SQUARE ONE TV characters serve as positive role models for problem solving. (MDH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Children's Television Workshop, New York, NY.
Identifiers: Square One TV
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Seattle, WA, April 18-20, 1991). For a set of five volumes of research on this topic, see SE 052 595-598. For more related research, see SE 052 599-603.