ERIC Number: ED474448
Record Type: Non-Journal
Publication Date: 2002-Nov-6
Reference Count: N/A
Attitude and Achievement Using Two Approaches for First-Grade Mathematics Instruction.
Autry, Sallie L.
The purpose of this study was to examine first-grade students' achievement in mathematics and attitudes toward mathematics using different instructional approaches. Two classes of first grade students participated in this study. One class was taught by a teacher using a direct instructional approach while the other class was taught using a constructivist approach. The Metropolitan Achievement Test, interviews, student observations, and student journals were used to collect data. Results indicate that there is no significant difference on achievement tests between the constructivist approach and the direct instruction approach. Findings suggest that the method of delivery of instruction between constructivist and direct instruction classroom environments does not affect student mathematical achievement. Implications of the study and recommendations for future studies are discussed. (Author/KHR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee