Using children's literature as a context for enhancing number sense in grade three
Sakr, Shereen John
Using children's literature as a context for enhancing number sense in grade three - Beirut American University of Beirut - Faculty of Arts and Sciences - Department of Education 2006 - 179 pages
النوع : Mémoire
The efficacy and feasibility of using children's literature as an instructional tool that provides a meaningful and realistic context to enhance number sense wa s studied through a teaching experiment involving three third grade classrooms. Two control classes learned place value concepts through a traditional instructi onal approach that relied heavily on rules and procedures. The experimental clas s experienced a more meaningful approach that was centered on developing number sense through realistic activities and sense making processes. Students' number sense and ability to perform the procedural skills intended by the school set ob jectives were measured through a pretest-posttest comparison and a summative tes t and a value added test. A comparison of the instructional approaches across th e classes was done through lesson summaries developed from a combination of vide otaped observations, rating scales, and teacher self-report. The feasibility of the approach was assessed through the ability to cover the objectives and throug h the achievement of the students. Results showed that students in all three cl asses met the objectives of the instructional unit and there was no significant difference in the achievement across the three classes on the school learning ob jectives. However, the experimental class achieved significantly higher results on several number sense concepts on the value-added test. The analysis of the l esson summaries of the classes resulted in finding four instructional aspects th at seem to have accounted for the difference in performance. These four aspects are: the relative emphasis on making sense of concepts vs. procedures, manipulat ing real quantities rather than numerals, providing meaningful and realistic con texts, and the degree of student agency. The results of this study indicate that using children's literaturen as teaching tool was feasible given the school's p acing and time constraints and also effective in supporting student learning of the school objectives as well as enhancing students' number sense above and beyo nd those objectives.
Cycle primaire L’enseignement du Maths
Elementary Education Math education Teaching Methods
Méthodes d’enseignement
المرحلة الابتدائية تعليم الرياضيات طرق التعليم
Using children's literature as a context for enhancing number sense in grade three - Beirut American University of Beirut - Faculty of Arts and Sciences - Department of Education 2006 - 179 pages
النوع : Mémoire
The efficacy and feasibility of using children's literature as an instructional tool that provides a meaningful and realistic context to enhance number sense wa s studied through a teaching experiment involving three third grade classrooms. Two control classes learned place value concepts through a traditional instructi onal approach that relied heavily on rules and procedures. The experimental clas s experienced a more meaningful approach that was centered on developing number sense through realistic activities and sense making processes. Students' number sense and ability to perform the procedural skills intended by the school set ob jectives were measured through a pretest-posttest comparison and a summative tes t and a value added test. A comparison of the instructional approaches across th e classes was done through lesson summaries developed from a combination of vide otaped observations, rating scales, and teacher self-report. The feasibility of the approach was assessed through the ability to cover the objectives and throug h the achievement of the students. Results showed that students in all three cl asses met the objectives of the instructional unit and there was no significant difference in the achievement across the three classes on the school learning ob jectives. However, the experimental class achieved significantly higher results on several number sense concepts on the value-added test. The analysis of the l esson summaries of the classes resulted in finding four instructional aspects th at seem to have accounted for the difference in performance. These four aspects are: the relative emphasis on making sense of concepts vs. procedures, manipulat ing real quantities rather than numerals, providing meaningful and realistic con texts, and the degree of student agency. The results of this study indicate that using children's literaturen as teaching tool was feasible given the school's p acing and time constraints and also effective in supporting student learning of the school objectives as well as enhancing students' number sense above and beyo nd those objectives.
Cycle primaire L’enseignement du Maths
Elementary Education Math education Teaching Methods
Méthodes d’enseignement
المرحلة الابتدائية تعليم الرياضيات طرق التعليم