This study compared the mathematics performance of number sense related areas: understanding whole numbers, understanding operations, and computing of thirteen fourth graders before and after five weeks of small group mathematics intervention. Student mathematical confidence was also compared before and after five weeks of intervention. Interventions consisted of daily, 15 minute, small group mathematics interventions that focused on engaging number sense activities. Students’ mathematical ability increased 16.17%. Students’ overall mathematical confidence levels increased from 3.2 to 3.4, which is an increase of 0.2, on a scale of 5. It was discovered that confidence levels regarding students’ ability to do mathematics increased, while students' levels regarding liking mathematics varied. I did not compare the improvements to any other method, so while students’ mathematical abilities and mathematical confidence improved, I don’t know if they would have improved more or less with another type of intervention or just with small group instruction alone.
|Commitee:||Nilsen, Cheryl, Thorpe, Leslee|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 57/05M(E), Masters Abstracts International|
|Keywords:||Confidence levels, Elementary student, Mathematical ability, Number sense|
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