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Acquisition of the Cardinal Word Principle: The Role of Input
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Mix, Kelly S.; Sandhofer, Catherine M.; Moore, Julie Anne; Russell, Christina – Early Childhood Research Quarterly, 2012
We investigated whether specific input helps 3-1/2-year-olds discover that the last word in a count represents its cardinal value (i.e., the cardinal word principle). In Study 1, we contrasted four training approaches. The only approach to yield significant improvement was to label a set's cardinality and then immediately count it. This training…
Descriptors: Picture Books, Preschool Children, Young Children, Early Childhood Education
Academic Music: Music Instruction to Engage Third-Grade Students in Learning Basic Fraction Concepts
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Courey, Susan Joan; Balogh, Endre; Siker, Jody Rebecca; Paik, Jae – Educational Studies in Mathematics, 2012
This study examined the effects of an academic music intervention on conceptual understanding of music notation, fraction symbols, fraction size, and equivalency of third graders from a multicultural, mixed socio-economic public school setting. Students (N = 67) were assigned by class to their general education mathematics program or to receive…
Descriptors: Elementary School Mathematics, Grade 3, Intervention, Public Schools
Mental Computation of Students in a Reform-Based Mathematics Curriculum.
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Carroll, William M. – School Science and Mathematics, 1996
Compares the results of a whole-class test on mental computation problems given to fifth graders who had been in a reform-based mathematics curriculum with those of students in a traditional mathematics curriculum. Reports that the students in the reform-based program performed much higher than the comparison group on all but one problem. (16…
Descriptors: Computation, Educational Change, Elementary Education, Evaluation
The Effects of Peer-Assisted Learning Strategies and Curriculum-Based Measurement on the Mathematics Performance of Secondary Students with Disabilities.
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Calhoon, Mary Beth; Fuchs, Lynn S. – Remedial and Special Education, 2003
A study examined effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of 92 secondary students with disabilities. PALS/CBM was implemented twice weekly and CBM weekly for 15 weeks. PALS/CBM students improved their computation math skills significantly more than controls, but not…
Descriptors: Computation, Curriculum Based Assessment, Disabilities, Instructional Effectiveness
Report of the 1989-90 Barrett Math Program. Report No. 12, Vol. 25.
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Ruffin, Minnie R.; And Others – 1991
During the 1989-90 school year, the Barrett Math Program was piloted in selected sections of grades K-7 in five Atlanta (Georgia) Public Schools (APS) elementary schools. The Barrett Math Program is designed to improve the total mathematical skills of elementary school students, including computation, concepts, and problem solving, as measured by…
Descriptors: Achievement Gains, Basic Skills, Cognitive Measurement, Computation
Development of Proportional Reasoning in a Problem-Based Middle School Curriculum.
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Ben-Chaim, David; Fey, James; Fitzgerald, William; Benedetto, Catherine; Miller, Jane – 1997
Contemporary constructivist views of mathematical learning have encouraged curriculum developers to devise instructional materials that help students build their own understanding and procedures for doing rational number computations, solving proportions, and applying those skills to real and whimsical problems. The Connected Mathematics Project…
Descriptors: Computation, Constructivism (Learning), Curriculum Development, Junior High Schools