Effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children

Cardinal Scholar

Show simple item record

dc.contributor.advisor Stroud, Judith E. en_US
dc.contributor.author Tyner, Cynthia A. en_US
dc.date.accessioned 2011-06-03T19:31:59Z
dc.date.available 2011-06-03T19:31:59Z
dc.date.created 1996 en_US
dc.date.issued 1996
dc.identifier LD2489.Z64 1996 .T94 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/181539
dc.description.abstract The purpose of the study was to examine the effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children. Gender differences in mathematical achievement and attitudes were also explored.Ten traditional mathematics lessons were adapted by the researcher from the adopted mathematic program for the school system, Heath Mathematics, Connections, (Mangre, et al., 1992). Ten developmental mathematics lessons were created by the researcher following the guidelines of the NCTM Standards (1989) promoting the notion of a developmentally appropriate curriculum. The research designed both the Attitudinal Scale and Cognitive Abilities Test which were given both before and after the instructional treatment.The school corporation chosen as the site for the research was located in an urban area consisting of two small cities and the surrounding rural areas. The community consisted of people with diverse socioeconomic status and cultural backgrounds. The sample for the study consisted of 62 kindergarten students enrolled in four half-day classes in one elementary school. Complete data were available for 50 students. Four hypotheses were formulated and tested at the .05 level of significance.ResultsThe four hypotheses were analyzed using a 2 (method) x 2 (gender) MANOVA on the gain scores for both achievement and attitude taken together. Gain scores were obtained by subtracting the pretest score from the posttest score for both achievement and attitude.The findings of the study were:1. There was no significant difference between the whole number computational abilities of kindergarten children receiving developmental instruction and kindergarten children receiving traditional instruction.2. There was no significant difference between the whole number computational abilities of kindergarten boys and kindergarten girls receiving developmental and traditional instruction.3. There was no significant difference in the mathematical attitudes of kindergarten children receiving developmental instruction and kindergarten children receiving traditional instruction.4. There was no significant difference in the mathematical attitudes of kindergarten boys and kindergarten girls receiving developmental and traditional instruction. en_US
dc.description.sponsorship Department of Elementary Education
dc.format.extent viii, 154 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Mathematics -- Study and teaching (Preschool) en_US
dc.subject.lcsh Kindergarten -- Curricula. en_US
dc.subject.lcsh Arithmetic -- Study and teaching (Preschool) en_US
dc.subject.lcsh Mathematical ability -- Sex differences. en_US
dc.title Effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1027090 en_US


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


Browse

My Account