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EIU Elementary Research in Action

Volume X: 2020

Randi Yager

Digital versus Traditional Methods of Teaching Mathematics: What Works Best for Second-Grade Students

Randi YagerAbstract

Many students enter second grade lacking automaticity with basic subtraction math facts. This action research will examine which method of practicing subtraction math facts works best. Eighteen individuals participated in this study. During phase one of the study participants practiced their subtraction math facts in traditional ways. These ways included flash cards, wrap ups, and a card game. During phase two of the study participants practiced subtraction facts digitally by using online gaming sites such as Xtra Math, Freckle, Splash Learn Games, and a website called Education Games. During both phases, participants practiced math facts for fifteen minutes, three days a week. Each phase lasted three weeks. At the end of each week participants were assessed using weekly subtraction fact tests. The weekly tests were composed of varying subtraction problems each week. Week one was simple subtraction facts with digits 1-18. Week two was 2-digit subtraction facts with no regrouping. Week three was 2-digit subtraction facts with some regrouping. A pretest was also given at the beginning of each phase. The results showed that when comparing phase one, week one test to phase two, week one test, participants improved in the number of problems correctly answered during phase two of the study. Participants improved their automaticity with subtraction facts during each week of phase two compared to phase one. Overall, participant scores improved during the three weeks of practicing their facts using technology. (View Full Manuscript)

 

Sarah Jones

The Effect of Classroom Discipline and Attendance on Middle School Math Academic Achievement

Sarah JonesAbstract

The purpose of the study is to determine if math academic achievement has a relationship with the amount or duration of discipline removal and attendance. Another purpose is to better improve classroom discipline procedures as a result of this study to create a better learning environment. To improve academic success the intent is to look for a pattern within the discipline practices and academic achievement. A quantitative approach with a quasiexperimental design was employed for this study. The researcher collected data for a total of six weeks from eighth grade participants during the fall semester of 2019. The participants in this study were 117 eighth-grade students aged 12-15. The instruments being utilized included skyward, and the schools established APR (alternate placement room) list. Data from Skyward and Alternative Placement Room (APR) was analyzed descriptively. Results revealed that there is not a direct relation between math academic achievement and discipline or attendance, although 44.44% of the time absences lead to grade decreases. When it comes to discipline 50% of students had a lower improved score than the average for the pretest on the chapters covered in the study, while 36% had overall grade decreases. (View Full Manuscript)

 

Brittany‌ ‌Meyer‌ ‌

Implementing‌ ‌Response‌ ‌to‌ ‌Intervention‌ ‌in‌ ‌Mathematics‌ ‌in a Fifth Grade Mathematics Classroom

Brittany MeyerAbstract

The purpose of this study was to determine if integrating technology within interventions would increase the level of understanding of student’s mathematical knowledge. The researcher intends to discover if low and high technology strategies would impact student’s engagement, participation, and effort towards their mathematical learning. It was hypothesized that students would positively benefit from the use of low and high technology interventions. The researcher suggested that the use of these interventions would improve the students’ ability to understand and better retain mathematical concepts. The two research questions that guided this study: Does implementing high and low technology interventions improve the understanding of mathematical concepts for struggling fifth grade math students? And what are specific strategies that best facilitate students’ learning when a deficit is identified in a current mathematical learning concept? Two classes consisted of a total of twenty-six fifth grade students, ages 10-11, participated in this six week study. Class I, eleven students, endured math interventions with the use of technology resources. Class II, fifteen students, consisted of students receiving interventions using only basic math supplemental worksheets. All participants improved their scores, however Class I increased their post-test scores by 12% more. Class I’s mean post-test score was 97% and Class II’s mean post-test score was 85%. Consistently on all subgroups, Class I had more gains and higher scores than Class II. Class I’s increased score was 52% and Class II’s was 48%. This concludes Class I making more improvements than Class II. (View Full Manuscript)

 

 

 

 

 

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