ERIC Number: ED479328
Record Type: RIE
Publication Date: 2003-Jul
A Study of First Grade Children and Their Recall Memory When Using Active Learning in Mathematics.
Fife, Britiney Michelle
One of the most important concepts in the first grade math curriculum is learning addition facts. In schools today, teachers use many different methods to teach addition and subtraction concepts and the memorization of basic facts. A new movement in education advocates using movement to aid in rote memory of facts. In this project the researcher compared the traditional flash cards with a movement activity to discover if active learning had any impact on the memorization of addition facts. During a six-week period, the researcher worked with 16 students in one first grade class. Using a random table of numbers, the researcher placed the students in two groups. The researcher used a repeated measure study. For this reason, no pre-test was used. The controlled treatment consisted of the children sitting at their desk while the researcher showed flash cards of 30 addition facts. The students would repeat the math fact seen on the card. The experimental treatment consisted of the children standing in a specific area and bouncing a hand sized rubber ball while repeating the 30 facts. After each treatment, the researcher tested the students. The results of the controlled tests and experimental tests were compared. To test the student's recall of the addition facts, a Mad Minute test was used. This was a company-made test, designed to assess student's instant recall of addition facts. The 30 facts tested on Mad Minute Test A13 were the same facts used in both the control and experimental methods. After analyzing the test results, the researcher concluded that the active method of learning had no significant effect on the memorization of addition facts. Therefore, the researcher retained the null hypothesis that there is no significant difference between the use of the traditional method and the use of an active method on students' ability to memorize addition facts, as measured by the Mad Minute test at the .05 level of significance. However, the researcher noticed the enthusiasm of children when participating in the experimental method and the unenthusiastic responses to the controlled method. The researcher suggested that more research should be done in this area to obtain definitive results on the subject of active learning of math facts in the classroom. (Author)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts, Johnson Bible College.