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Home CCSU Theses & Dissertations Teaching Arithmetic Understanding Through Problem Solving

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Teaching Arithmetic Understanding Through Problem Solving

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Identifier	Thesis 1970
Author	Doty, Mary P., 1955-
Title	Teaching Arithmetic Understanding Through Problem Solving
Publisher	Central Connecticut State University
Date	2008
Resource Type	Master's Thesis
Notes	For over thirty-five years average mathematics scores of students in the United States have been below the international average, indicating problems with performance when compared with students from other countries. The United States National Assessment of Educational Progress found that seventy percent of fourth grade students could not do arithmetic with whole numbers or simple word problems requiring one manipulation. The National Council of Teachers of Mathematics has cited U. S. students as having poor problem-solving skills and basic arithmetic skills. Since the 1990s, schools have been held accountable under the enforcement of standardized testing and, later, the 'No Child Left Behind Act'. Many schools are not successful in improving students' test scores. Most colleges and universities are requiring mathematics aptitude tests for incoming freshmen and require remediation mathematic classes for students who do not pass the aptitude tests. Pervious studies have shown that early intervention in elementary and middle schools have improved test scores. The purpose of this study was to teach understanding of arithmetic through problem solving. There are twelve ideas, or notions, of arithmetic and students must be able to recognize these ideas or notions in order to become problem solvers. The experimental group and control group of students were pre-tested on six of the twelve notions as one group. These two groups consisted of fifty-eight sixth grade students in a small suburban town in Western Massachusetts. The experimental group consisted of eighteen students taught in two groups of nine students each. The tests were scored and an ANOVA performed on the data. The experimental group was given mathematical problems, and through cognitively guided instruction, Problem Based Learning, and cumulative practice, taught to recognize each of the six addition and subtraction ideas, or notions of arithmetic. The study was conducted for a period of thirty-six school days. A post-test was given to all fifty-eight students and an ANOVA was performed on the post-test data. The study resulted in a statistically significant improvement in the experimental group's test scores over the control group's overall test scores.
Subject	Mathematics -- Study and teaching (Middle school)
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734331
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