The Use of Computer Assisted Instruction to Improve Basic Mathematics Skills
Author | : Joyce H. Hochgesang |
Publisher | : |
Total Pages | : 52 |
Release | : 1977 |
Genre | : Computer-assisted instruction |
ISBN | : |
Download The Use Of Computer Assisted Instruction To Improve Basic Mathematics Skills full books in PDF, epub, and Kindle. Read online free The Use Of Computer Assisted Instruction To Improve Basic Mathematics Skills ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author | : Joyce H. Hochgesang |
Publisher | : |
Total Pages | : 52 |
Release | : 1977 |
Genre | : Computer-assisted instruction |
ISBN | : |
Author | : Benny Edward Boswell |
Publisher | : |
Total Pages | : 356 |
Release | : 1999 |
Genre | : Mathematics |
ISBN | : |
The purpose of this project is to provide an instructional computer program that will be an alternative way to teach and reinforce basic mathematics skills for any student that is having difficulty in any given area and for students that are falling behind in the regular math class.
Author | : Alexander William Klusman |
Publisher | : |
Total Pages | : 110 |
Release | : 1986 |
Genre | : Computer-assisted instruction |
ISBN | : |
Author | : Kimberly A. Hall |
Publisher | : |
Total Pages | : 150 |
Release | : 1996 |
Genre | : Computer-assisted instruction |
ISBN | : |
Author | : Karyn N. Erkfritz-Gay |
Publisher | : |
Total Pages | : 380 |
Release | : 2009 |
Genre | : Mathematics |
ISBN | : |
Past research has documented that the effectiveness of three different math strategies delivered to students via one-on-one instruction (i.e., cover-copy-compare (CCC); e.g., Skinner, Turco, Beatty, & Rasavage, 1989, traditional drill and practice (TDP); e.g., Cybriwsky & Schuster, 1990, and constant time delay (CTD); Kulik, 1994). This study examined the effects of these three strategies that were delivered via a computer (i.e., computer assisted instruction, CAI) on first-grade students' mathematics performance. Addition skills for numbers that sum to 10 or less served as the target mathematics area. Variables of interest included: accuracy as measured by number of problems completed correctly, fluency as measured by digits correct per minute, average latency to respond as measured by time taken for the student to respond divided by the number of problems attempted within the CAI program, and number of learning trials as measured by number of opportunities to respond to presented stimuli. Pre- and post-test addition probes were examined on two variables, accuracy, and fluency. Teacher and student acceptability were assessed using rating forms. Further, follow-up probes were administered at one-week and one-month following the completion of the computer program to assess fluency and accuracy generalization and maintenance from keyboard typed responses to written responses. Results indicated no statistically significant between group differences on the instructional variables of interest examined during the CAI program. Further, no statistically significant between group differences were found on accuracy and fluency scores on the post-test, one-week and one-month follow-up probes. Students generally found computer procedures acceptable. In addition, there were no differences found on the measure between the CAI groups. Teacher ratings suggested a preference toward TDP and CTD procedures over CCC procedures. Possible explanations for these results, implications of the findings, and avenues for future research are discussed.
Author | : Jacqueline Natal |
Publisher | : |
Total Pages | : |
Release | : 1995 |
Genre | : Computer-assisted instruction |
ISBN | : |
Buffalo State College Master's project in Exceptional Education, 1995.
Author | : Douglas H. Clements |
Publisher | : Routledge |
Total Pages | : 552 |
Release | : 2009-04-01 |
Genre | : Education |
ISBN | : 1135843791 |
In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become quintessential professionals.
Author | : O'SHEA |
Publisher | : Birkhäuser |
Total Pages | : 195 |
Release | : 2013-12-01 |
Genre | : Education |
ISBN | : 3034865538 |