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DOCUMENT RESUMESE 051 735ED 325 395AUTHORTITLESu, Hui Fang HuangIncreasing Fourth Grade Math Achievement withImproved Instructional Strategies.PUB DATENOTEPUB TYPE90EDRS PRICEDESCRIPTORSMF01/PC05 Plus Postage.*Basic Skills; Calculators; Community Resources;Computer Software; Computer Uses in Education;*Elementary School Mathematics; Grade 4; IntermediateGrades; Learning Activities; Mathematical Concepts;*Mathematics Achievement; Mathematics Anxiety;Mathematics Education; Minority Groups;*Multiplication; Pattern Recognition; PretestsPosttests; Problem Solving; Questionnaires; *StudentAttitudes; Student Projects; Teacher StudentRelationship; *Teaching Methods; Word Problems121p.; Ed.D. Practicum, Nova UniversityDissertations/Theses - Practicum Papers (043) -Tests/Evaluation Instruments (160)(Mathematics)ABSTRACTThe purpose of this practicum was to increasemotivation and self-confidence of grade four students in mathematicsachievement. Measured were the increase in the number of studentsdisplaying mastery of the times-tables, increase in the number ofstudents making a gain on a math post-test, and increase in thenumber of students liking mathematics. Administered to the studentswere a math attitude questionnaire and a math pretest on basic mathskills to determine the students' attitude toward math and todetermine the students' performance level. Mental Math activities,math games design contests, in-class competitions, grade levelcompetition, computer, calculators, systemacic reviews,student-teacher interaction, and projects were used to help increasestudents, interest and to increase math achievement. This studyincludes the following chapters: (1) "Introduction"; (2) "Study ofthe Problem"; (3) "Anticipated Outcomes and Evaluation Instruments";(4) "Solution Stratlgy"; and (5) "Results, Conclusions andRecommendations". Appended are copies of the math attitudequestionnaire, he math pretest, the teacher evaluation instrument,and the student times-table performance record. ******t********* *****************Reproductions supplied by EDRS are the best that can be madefrom the original document.**.**** ***** ***** ********** ****************************** ******** *********
INCREASING FOURTH GRADE MATH ACHZEVEMENT WITH IMPROVEDINSTRUCTIONAL STRATEGIES"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYItU.S. DEPAMENT OF EDUCATIONMai cl Educatovi Reassren and MIX awnedjUCARONAL RESOURCES INFORMATIONCENTER (ER/QThis document has been reproduced asreceived from the Person or orDshif awnOncynating itiCVN4byVrXylei(PinjACSGL0 Mind changes have been made to improveMOroducticn QualityTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."Pant.% Ot vDtvi tx omens stated In tngs docu.men/ do nOt netesunti ceoresent officialOERI posmon or pobcyHui Fang Huang (Angie) SuCluster *30A Practicum II Report presented to the Ed.D. Program in Earlyand Middle Childhood in Partial Fulfillment of theRequirements for the Degree of Doctor of EducationNOVA UNIVERSITY1990
ABSTRACTIncreasing Fourth Grade Math Achievement with.ImprovedInstructional Strategies. Su, Hui Fang Huang, 1990:Practicum Report, Nova University, Ed.D. Program in Early andMiddle Childhood.Descriptors: Mental Math/Problem Solving/Word Problems/MathGames/Competitions/Math ts/Systematic Revlew/ElementaryMathematics/Problems/Team ommunity Resources/Basic Skills/Minority/FourthGrade/Student-Teacher Communication/Student AttitudeThe writer designed and implemented a math program toincrease motivation and self-confidence of fourth gradestudents in math achievement. The writer's objectives wereto increase the number of students displaying mastery of thetimes-tables, increase the number of students making a gainon a math post-test, and increase the number of studentsliking mathematics.The writer administered math attitude questionnaires, andmath pretests on basic math skills to determine the students'attitude toward math and to determine the students'performance level. Mental Math activities, math games designcontests, in-class competitions, grade level competition,computers, calculators, systematic reviews, student-teacherinteraction, and projects were used to help increasestudents' interest and to increase fourth grade mathachievement.The results of the practicum were positive. Analysis of thedata revealed that with the appropriate teacher effort,students would be motivated and have conlidence inmathematics. The results indicated that the use of MentalMath activities, competitions, calculators, computers,systematic review, math games, and game designs helped buildstudents' self-confidence, motivate students to learn math,improve their test scores, and change the students' attitudetoward mathematics.3
PRACTICUM APPROVAL SHEETThis practylm took place tle400 S.W. 10th St., Delray Beach, FL. 33444AddressJune 11, 1990DateThis practicum report was submitted by Hui Fang Huang Suunder the direction of the advisor listed below.It wassubmitted to the Ed.D. Program in Early and Middle Childhoodand approved in.partial fulfillment of the requirements forthe degree of Doctor of Education at Nova University.Approved:if1t49nal Approal ofD . Muriel L. Lundy, Adviseport4
TABLE OF CONTENTSPageiiiTABLE OF CONTENTSABSTRACTChapterIINTRODUCTIONDescription of Work Setting and Community.Writer's Work Setting and RoleIISTUDY OF THE PROBLEM1244Problem Description5Problem Documentation6Causative AnalysisRelationship of the Problem to the Literature 9IIIANTICIPATED OUTCOMES AND EVALUATIONINSTRUMENTSGoals'and Expe*tationsBehavioral ObJectuvesMeasurement of ObjectivesIV1818181924SOLUTION STRATEGYDiscussion and Evaluation of SolutionsDescription of Selected SolutionReport of Action TakenRESULTS, CONCLUSIONS AND CDMATH ATTITUDE QUESTIONNAIREMATH PRETESTTEACHER EVALUATION INSTRUMENTSTUDENT TIMES-TABLE PERFORMANCE RECORDiii63656870
EFGHIJKLMNOPQRSSTUDENT PRETEST AND POST-TEST SCORE RECORDSTUDENT MATH ATTITUDE SURVEYBEGINNING OF SCHOOL YEARSTUDENT MATH ATTITUDE SURVEY END OF SCHOOL YEARTEACHER EVALUATION INSTRUMENTPRETEST AND POST-TEST RECORD CHARTTEACHER EVALUATION INSTRUMENT STUDENT ATTITUDE RECORD CHARTMATH SHOPPING ACTIVITYMENTAL MATH ACTIVITIESTEACHER SURVEY ON MENTAL MATH ACTIVITIESMATH:GAME DESIGN CONTESTPARENT LETTERNEWS ARTICLES - MATH GAME DESIGN CONTESTSAMPLE PROBLEMS AND RULES FOR TEACHERSINVITATIONRULES FOR JUDGING MENTAL MATH COMPETITIONMENTAL MATH COMPETITION ANSWER KEY/SCORE SHEETSMENTAL MATH COMPETITION NEWS ARTICLES727476788082848688909498100103110LIST OF TABLESPageTableSummary of Student Times-Table Performance502Summary of Math Pretest and Post-test523Summary of -Student Attitude Survey53iv6
CHAPTER IINTRODUCTIONDescription of Work Setting and CommunityThe setting for the writer's proposal was an inner-cityschool located in a low socio-economic neighborhood.Theschool had a professional staff of forty-four regular andsupport program teachers, twenty-four paraprofessionals, andtwo administrators.Seven hundred thirty students wereenrolled in kindergarten through fifth grade.The entirestudent population of the school consisted of Black, Haitian,Hispanic, Asian, and White.However, Black Americans made upthe major portion of the school's students.On each grade level there were four to six differentclasses.Fourth grade was comprised of five separate self-contained classes.The District's Unified Curriculum servedas the basis for instruction in communication skills,mathematics, science, art, music, physical education, andcomputer literacy.The school had programs that met theneeds of exceptional students, such as: Spesch Therapy,Specific Learning Disabilities, English For Speakers of OtherLanguages (ESOL), Potentially Gifted (SOI), and Chapter I AllDay Basic Skills.The students in the school walked, werebused, or were driven to and from school each day.Studentsin one of the fourth grade classes (the special enrichmentclass) were busej from six of the school district's southarea neight'loring schools.7
2Based on the parent information sheet, the majority ofthe parents of the fourth grade students held nonprofessional jobs that paid minimum wages.At least 75% ofthe students were on the school's free or reduced lunchprogram.Many parents in the school depended onwelfare for their daily survival.Many children also residedin a single parent environment.There were 104 students enrolled in the fourth grade.The fourth grade was comprised of four regular fourth gradeclasses, with approximately twenty three students in eachclass, and one special enrichment class limited to sixteenchildren.These children had been recommended by their thirdgrade teachers, and selected by the program teacher based onobservation, their scores on the Structure of the IntellectTest of Learning Abilities, their group I.Q. test scores, andSAT results.Writer's Work Setting and RoleThe writer taught the Potentially Gifted MinorityStudent fourth grade special enrichment class.This programwas for minority children with above average academicabilities.Upon the recommendations of the student's thirdgrade teacher, based on previous academic performance, andteacher observation, a student was tested for this program bythe writer, using The Structure of the Intellect Test ofLearning Abilities.To qualify for the program, the student
3needed to score above sixth grade level in five out of nineareas of the Learning Abilities Test.The class was limitedto sixteen children who would enter fourth grade in theupcoming school year.The ratio of children per teacher inthis special program was sixteen children to one teacher andone full-time aide.The year of the practicum, the writer's class consistedof eight Hispanic children whose native language is Spanish,seven Black Americans whose native language is English, andone Asian whose native language is Vietnamese.The major responsibilities of the writer for this classwere: selecting candidates and providing regular fourth gradeinstruction as well as enrichment designed to further developthe students' creative talents and intellectual abilities andhelp them reach their true potential.The writer managed the school's computer lab, serving asa resource person for the teachers and staff.At the time ofthe study, the computer lab housed fifteen IBM System 2computers and one IBM AT computer that served as the masterunit to the fifteen networked computers.The writer also served as the school's math coordinatorto help develop and reinforce creative math activities inorder to improve the school's math curriculum.9
CHAPTER IISTUDY OF THE PROBLEMProblem DescriptionThe writer believes that studying mathematics should be ahappy experience.Every child has a natural ability to learnJoyfully, and Joyful learning creates confidence and selfrespect.The problem faced in the school was the lack ofmotivation and self-confidence of fourth grade students inmath achievement.The writer wanted to change the attitudeof students toward math, and improve it by constant teacherencouragement.The majority of students, as observed by thewriter, were intimidated by the word 'math.'The followingwere Just a few examples of students' lack of motivation andself-confidence in math achievement.1.The maJority of students in the fourth grade did notknow and did not care if they did not know their timestables.Although teachers had tried different strategies inthe past to increase fourth grade math achievement, noapparent results had been evidenced.2.Students in the fourth grade, as observed by thewriter, did not feel bad after failing a math pretest at thebeginning of the school year.Not one student in thewriter's school requested to have a second chance after doingpoorly on the math pretest.3.The maJority of students indicated on an attitudeit)
5questionnaire at the beginning of the school year, that theydid not like math.The writer feels that one of the reasons why the problemof lack of motivation and self-confidence in math achievementhas not been solved up to this point is that teachers give uptoo quickly.When the method employed fails they quicklyswitch to something else rather than revise the method.Maintaining the same strategy will not only reinforceconcepts previously taught, but also will %elp the teacher tofamiliarize him/herself with math concepts.Problem DocumentationBased on teacher observations, the math attitudequestionnaire, and pretest scores on multiplication,division, and word problems, the writer concluded that theproblem of lack of motivation and self-confidence of fourthgrade students in math achievement did exist.The students were given the attitude questionnaire (seeEighty-Appendix A) at the beginning of this school year.eight out of one hundred and four students identified math asa subject they 'dislike' or 'sometimes like.'When asked toanswer "Mhth would be more fun for me if I couldwrote: "Do more of it," or "Do more fun games.".The mostinteresting response to "What I like least about mathwas "the teachet.".1" many."The students were also given a mathpretest (see Appendix B) on third grade level skills.11After
6reviewing the pretest scores for the fourth grade, the writernoted that eighty-five out of one hundred and four studentsin the fourth grade scored forty percent or lower.Conferences with all the fourth grade teachers indicated thatat least eight out of one hundred and four students did notknow their times tables, therefore could not do the simplestmultiplications, not to mention division.Causative AnalysisThe writer made every effort to find out why the problemof lack of motivation and self-confidence of fourth gradestudents in math achievement existed in the school.This wasdone by talking to the students in the writer's class duringa morning discussion in our math period.Some of thequestions asked were:"What would happen if there were no math in the world?""If you were a teacher, how would you teach math?""If you got a low grade on a math test how would youfeel?How would your parents feel?""When you need to ask questions during math, do youthink that your questions might be dumb?""Do your parents or teachers help you with math whenyou need help?""How do you feel about a child who is good in math?"The writer was pleasantly surprised by the eagerness ofthe students to respond to these questions.19J. A.,It would be
7impossible for the writer to list all the responses.Instead, the writer selected some responses thatassisted in determining the cause of the problem.Thefollowing is a list of some of the reslonses:"My parents and teacher do not care what grades I get onmath tests.""Every time I ask a question in math, all my,Aassmates laugh at me.""If I were a math teacher,I would make sure that wehave fun in math.""If there were no math in the world, then we would neverhave to do those boring worksheets.""The reason that anybody is good in math is becausehe/she is smart.""Hy teache.e never expected me to do well In math."From the students' input, the writer concluded that thefollowing were the contributing factors to the problem oflack of motivation and self-confidence of fourth gradestudents in math achievement:1.Low teacher expectation - Teachers are easily satisfiedwith whatever progress is made by the students, especially bylow-ability students.They tend to focus more on aboveaverage, gifted, and talented students.Teachers expectthese students to perform better than the rest of thestudents.2.Lack of assistance at home and at schoolThere aretimes when students are stumped by problems, the teacher in13
8the classroom is preoccupied, and ihe parents are notIn situations likeknowledgeable enough to assist them.these, the confusion will remain with the students and hamperthe learning of any new math conceptsS.Math activities are not challenging or interesting tothe stuo:AtsSo far, greater stress has been placed onpractical experiences and thinking in concrete terms.However, all students at some time or other venture into theworld of abstract thoughts, and when they do so they needhelp and support from teachers.There are times wtri.nactivities are obviously inappropriate and teachers shouldfind other ways to introduce the activities or express themath concepts in a challenging manner.4.Improper teachAr instructionOften teachers do nothave a clear understanding of the subject matter beingpresented.Learning cannot be achieved if "the blind areleading the blind".trained.Teachers should be better prepared andThey should try to clarify math concepts with peersor do some research when in doubt.When starting a newlesson in math, it is highly desirable to develop meaning,understanding, and insight.When the new concept isunderstood, then try to develop more efficient and maturemethods of math work through systematic practice.S.Students are afraid to ask questions or clarifyproblems due to social pressure.Sometimes students areintimidated by brighter students and sometimes the teacher.They fear rejection from the class, and hence when in doubt,14
9they often shy away rather than "speaking up".There isalways the fear of being "laughed at," "looked down On" orlabeled "stupid".Teachers should recoollize that thesepossible social problems exist among the students, encouragequestions, and offer support to the students.Relationship of the Problem to the LiteratureAccording to the literature, our society is moving froman industrial society to an informational society.Areas ofmathematics that have been given little attention in the paLtare becoming important today.For example, in addition tomany traditional teaching methods, we are now placinga greater emphasis on usirelectronic assistance such as:computers, calculators, and other such devices.Manystudents have difficulty in really understanding mathemailcs.Students learn mathematicsThey have a fear of mathematics.because they 'have to' not because they like it.The literature uses the findings of other mathresearchers and educators to emphasize the problem of matheducation in the United States.Copeland (1984), believesthat children can develop mathematical concepts through theuse of basic educational theories.He finds that f'r everystage of math concept development, a theory can be used toexplain the cognitive behavior of a child.Copelandreinforces his concept of mathematics using Piaget andSkinner's views on child development and child behavior.Our
10children have not been given opportunities to develop theirown concepts of nsmbera.They are often "told" how to "do"There have not been enough math laboratorymathematics.facilities established to enable children to explore mathwith real-life objects and pursue their work at their ownrate and level.For Post (1988), the quality of math education isdecreasing in the United States as compared to Japan, China,and Canada.Post says one of The reasons is the "back to thebasics" movement in the United States, in which someeducators and parents are not content with "the newmathematics." and want to stick to the traditional method ofteaching math.They claim that the new mathematics wasstarted by non-math professionals who do not have any linkto the formal education of children.However, it is commonlyagreed among math educators that the "back to the basics"movement has greatly slowed students' progress in learningmath.Educators have lost too much valuable time arguing theappropriate method of teaching math.The time lost isirretrievable.The government has funded many research projects onimproving math education.Unfortunately many researches haveencountered the problem of lack of cooperation from teachers,schools administrators, and federal ag
beginning of school year 74 g student math attitude survey - end of school year 76 h teacher evaluation instrument pretest and post-test record chart 78 i teacher evaluation instrument - student attitude record chart 80 j math shopping activity 82 k mental math activities 84 l teacher survey on mental math activities 86 m parent letter math:game design contest 88 n news articles - math game .
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