ERIC Number: ED427978
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
Learning about Money: Effects of a Cognitively Appropriate Curriculum on Second-Grade Students and Teachers.
Fanelli, Beverly H.; Tracy, Dyanne M.
Young children often have difficulty with understanding money in a formal school setting, yet most mathematics textbooks are virtually identical in how they teach second graders about money and do not take into account the cognitive stages of children's development. This research examined the effectiveness of traditional and alternative classroom procedures for use with this topic. Four instruments, all specifically designed for this study, were used: (a) a pretest, (b) a posttest, (c) student posttest task interviews, and (d) written teacher questionnaires. Three second-grade classrooms from one suburban school district comprised a control, an experimental, and a no-treatment group. The control classroom used traditional textbook procedures. The experimental classroom used an alternative curriculum that included a lesson on bartering, instruction on the dollar, and lessons using proportional manipulatives to represent relative coin values. The no-treatment classroom received no formal instruction on money between the pretest and posttest. The experimental group scores revealed a significant difference over the control group scores. The results indicate that the experimental curriculum for money may offer some advantages for second-grade students. Teachers and curriculum writers should incorporate bartering, proportional manipulatives, and a variety of classroom activities to promote student understanding of money. Specific recommendations for teachers, curriculum developers, and parents are given. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A