effects of a multi-sensory approach on grade 1 mathematics achievement
DESCRIPTION
EFFECTS OF A MULTI-SENSORY APPROACH ON GRADE 1 MATHEMATICS ACHIEVEMENT. A Research Study by Joanne M. Bedard. Problem. Math is an abstract concept for young children. What can we do to help them understand it according to their own learning preference style?. Recent literature states: - PowerPoint PPT PresentationTRANSCRIPT
EFFECTS OF A MULTI-SENSORY APPROACH ON GRADE 1
MATHEMATICS ACHIEVEMENT
A Research Study
by
Joanne M. Bedard
Problem
Math is an abstract concept for young children. What can we do to help them understand it according to their own learning preference style?
Recent literature states:
Using representation leads to organized thinkingStudents who use manipulatives increase their
performance and attitude in mathematicsKnowledge is constructed from the student’s
actions on the manipulatives, not the manipulatives themselves
Teachers need to include at least three (3) basic learning modalities (auditory, visual, and tactile) in each teaching presentation to meet the needs of most students
Hypothesis
First grade students taught addition through a multi-sensory approach will show higher mathematical achievement than those who are not taught through a multi-sensory approach.
Pretest-Posttest Design
Control group consisted of 52 subjects (n=52) taught addition using a traditional approach for one week.
Treatment group consisted of 58 subjects
(n=58) taught addition using the TouchMath approach for one week.
3 + 1
9 + 1
3 + 2
5 + 1
4 + 4
5 + 3
6 + 3
2 + 1
3 + 7
1 + 3
2 + 2
3 + 5
1 + 9
2 + 8
1 + 1
4 + 0
1 + 6
4 + 1
1 + 2
8 + 2
4 + 5
6 + 4
3 + 3
4 + 3
1 + 4
5 + 5
2 + 5
1 + 5
2 + 6
4 + 2
2 + 3
3 + 4
2 + 4
0 + 2
4 + 6
7 + 3
1 + 8
7 + 2
8 + 1
0 + 7
3 + 6
6 + 2
1 + 7
5 + 4
0 + 5
6 + 1
5 + 2
2 + 7
7 + 1
Pretest
TouchMath Touchpoint Placement
Classroom
Touchpoint
Poster
Addition Statement
I touch the largest
number,say its name,and continue
counting.
7+ 3 10
7 + 3
4 + 2
6 + 3
5 + 5
3 + 5
4 + 3
1 + 1
1 + 8
3 + 1
2 + 3
2 + 1
2 + 5
1 + 9
1 + 4
4 + 0
7 + 2
9 + 1
3 + 4
3 + 7
1 + 5
2 + 8
1 + 7
1 + 6
8 + 1
3 + 2
2 + 4
1 + 3
2 + 6
4 + 5
5 + 4
4 + 1
0 + 7
5 + 1
0 + 2
2 + 2
5 + 2
6 + 4
0 + 5
1 + 2
3 + 6
4 + 4
4 + 6
7 + 1
2 + 7
3 + 3
6 + 1
8 + 2
6 + 2
5 + 3
Posttest
Control Group Mean Comparison
05
101520253035404550
Gro
up
Mea
n
A B C
Groups
PretestPosttest
+8.8+5.9
+3.0
Treatment Group Mean Comparison
05
101520253035404550
Gro
up
Mea
n
A B C
Groups
PretestPosttest
+9.9
+12.5
+10.0
0
5
10
15
20
25
30
35
40
45
50
Mea
n S
core
s
34.5
40.5
32.6
43.2
Control Posttest
Control Pretest
Treatment Pretest
Treatment Posttest
Mean Score Comparisons
Difference Between the Means
Control Treatment
Difference between the means
5.92 10.63
t-Test Comparisons
Groups t-test statistic Level of significance
Control 0.0721 No significant difference
Treatment 0.0084 Significant difference
Hypothesis – Proven
First grade students taught addition through a multi-sensory approach showed higher mathematical achievement than those who were not taught through a multi-sensory approach.
