The present study examined the effectiveness of Touch Math in teaching simple addition to kindergarten students at a parochial school. Consistent with experimental design, students were randomly assigned to one of four groups. Touch Math was the treatment group, California Math and Phonemic Awareness were comparison groups, and the group led by the teacher was the control group. Each group received instruction in their respective groups for 18 days. In order to determine the effectiveness of the intervention, pre- and post-tests in math and phonemic awareness were administered to all groups. The math post-test was administered a second time to the Touch Math and California Math groups approximately two and a half weeks after the first post-test. The hypothesis that students in the Touch Math group would make greater gains on the math post-test was partially supported. The California Math group scored higher on the first math post-test than the other groups; however, the differences were not significant. On the other hand, the Touch Math group significantly higher than the California Math group on the second post-test.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/02M, Masters Abstracts International|
|Subjects:||Mathematics education, Educational psychology, Curriculum development|
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