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ERIC Number: ED465533
Record Type: Non-Journal
Publication Date: 2002-May
Pages: 165
Abstractor: N/A
Reference Count: N/A
Improving Mastery of Basic Mathematics Facts in Elementary School through Various Learning Strategies.
Haught, Laurie; Kunce, Christine; Pratt, Phyllis; Werneske, Roberta; Zemel, Susan
This report describes the intervention programs used to improve student proficiency in learning, recalling, and retaining basic mathematics facts. The targeted population consisted of first, second, third, and fifth grades in four suburban midwestern schools. The problems of recalling basic mathematics facts is documented through teacher surveys, parent surveys, student surveys, and scores obtained on timed pretests. Research of probable causes indicated lack of time given to practicing mathematics facts in school, inconsistent at home practice, and little emphasis of mathematics facts within the textbook. This research also indicated an ambivalence among teachers pertaining to the importance of practicing math facts in school. Because the literature review of solutions named pro position, con position, and ambivalent position on teaching basic mathematics facts, the researchers focused on the solutions of the pro position, specifically using music or game interventions daily. Students, parents, and teachers were given surveys to record attitudes about learning mathematics facts. A timed pretest of mathematics facts was administered to experimental and control groups to establish baseline data. Weekly two minute timed tests were given to the experimental groups. A Timed posttest was given to the groups to determine improvement in speed and accuracy. Based on the presentation and analysis of data on mastering basic mathematics facts, the results indicated an increase in the test scores from the pretest to the posttest for the targeted first, second, third, and fifth grade levels. This was true regardless of using the games or music as the intervention. Experimental and control group pretest and posttest scores were also compared. (Contains 50 references.) (Author/MM)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A