Identifier	Thesis 1851
Author	Pitkin, Jaime L.
Title	Circumference and Area of Circles: Direct Instruction versus Discovery Learning
Publisher	Central Connecticut State University
Date of Publication	2006
Resource Type	Master's Thesis
Abstract	The federal law, No Child Left Behind (NCLB), has begun evaluating schools based on Standardized Assessments such as the Connecticut Mastery Test (CMT). This has created a need to ensure that student achievement in mathematics reflects the ability to communicate mathematically and provide rationale. The purpose of this study is to determine if there is a statistically significant difference in mathematics achievement when taught from the discovery learning method compared to the direct instruction method. The units being taught will concentrate on circumference and area of circles. The sample consists of two sixth grade classes. Twenty-one students in the experimental group will learn through a teacher created unit that promotes student investigation, discovery, communication and concrete representation. Nineteen students in the control group will use the Scott-Foresman-Addison Wesley Middle School Mathematics textbook through the traditional rote practice, emphasizing the direct instruction method. An analysis of variance (ANOVA) was performed using data taken from a pre assessment and post assessment. The results of ANOVA indicated that the teaching methods did not have a statistically significant difference in regards to student performance and both groups demonstrated growth over the 2½-week period. Several factors explore why there was not a difference in the two groups at the conclusion of the units.
Subject	Circle Mathematics -- Study and teaching (Middle school)
Department	Department of Mathematical Sciences
Advisor	Kalder, Robin S.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734029
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Circumference and Area of Circles: Direct Instruction versus Discovery Learning

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