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ERIC Number: ED227933
Record Type: Non-Journal
Publication Date: 1983-Mar
Pages: 15
Abstractor: N/A
Reference Count: N/A
Mathematics Achievement in Young Children Is Increased with a Cognitively Oriented Curriculum.
Rawl, Ruth K.; O'Tuel, Frances S.
In order to determine which kind of mathematics program would produce the best results for kindergarten children, three programs from different theoretical perspectives were developed. The first program, behavioristic in focus, made use of texts, worksheets, and seatwork. The second, cognitive-developmental in outlook, stressed conceptualization of numbers and number systems through manipulatives, games, puzzles, simulations, field trips, and the frequent use of three-dimensional objects. The third program, labeled "eclectic," included total group responses, high structure, and much repetition; activities included both textbook seatwork and some worksheets, along with games and simulations. A total of 96 children from six public kindergarten classes in three elementary schools in Fairbanks, Alaska, participated in the study. Children were pretested with the Metropolitan Readiness Test. The Comprehensive Test of Basic Skills, Level A, was administered as a posttest. Results revealed that the cognitive-developmental approach yielded significantly higher achievement in mathematics than either of the other approaches. The mean score for children in the behavioristic group was higher than that of the eclectic group, but the difference was not significant, nor were any sex-by-treatment interactions found. These results are considered remarkable in view of the fact that the children in the behavioristic program scored significantly higher before treatment and that twice as many adult instructors were present in this program as were present in either of the other two approaches. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A