Effects of Direct Teaching Using Creative Memorization Strategies To Improve Math Achievement.Report as inadecuate




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This report describes a program for enhancing direct teaching using creative memorization strategies in order to improve retention and quick retrieval of math facts. The targeted population consisted of first and second grade students in two separate districts in middle class communities. Analysis of probable cause data revealed that students were having difficulty memorizing math facts. Reviews of curricula content and instructional strategies revealed an increase in mathematical content, thereby limiting time spent on each concept. Reviews also revealed students lacked retention of math facts and transfer skills. A review of solution strategies suggested by professional literature combined with an analysis of the problem setting resulted in the analysis of three major categories of intervention: Touch Math, multiple intelligences, and use of mnemonics to increase the amount and quality of retention in the first and second grade classrooms. Post intervention data indicated a substantial increase in student retention and retrieval of math facts, a decrease in student use of manipulatives to solve math equations, and fluctuation in parent survey results. Appendixes include: four selected worksheets on addition and subtraction from Mad Minute (Addison Wesley Publishing Company, Inc., 1981); Student Survey; and two Parent Surveys. (Contains 60 references and 32 figures.) (Author/MM)

Descriptors: Grade 1, Grade 2, Mathematics Education, Memory, Mnemonics, Multiple Intelligences, Primary Education, Recall (Psychology), Retention (Psychology), Teaching Methods











Author: Bielsker, Staci; Napoli, Lori; Sandino, Melissa; Waishwell, Lesa

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6798&id=ED460855







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