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The effects of technology-supported cognitive mathematical instruction on African-American students characterized as at-risk for school failure
DISSERTATION

, Vanderbilt University, United States

Vanderbilt University . Awarded

Abstract

The purpose of this study was to examine the effects of Cognitive Mathematical Instruction (CMI) on low SES 2nd-grade African-American students characterized for school failure. Participants were 36 students from a Metropolitan Nashville Public School. Students were assigned into either an experimental or control group using a random stratified sampling procedure. There were two dependent measures in the study which included basic mathematics facts and subitizing. The independent measure was a researcher developed interactive multimedia software program built around the students' prior knowledge of subitizing. Students in the experimental condition received computer-based CMI. Students in the control condition received daily practice on Math Blaster. Independent t-tests were used to analyze the data. Results indicated that building instruction around the prior knowledge low SES students bring to the classroom can have a positive effect on learning basic mathematical concepts.

Citation

Forde, T.B. The effects of technology-supported cognitive mathematical instruction on African-American students characterized as at-risk for school failure. Ph.D. thesis, Vanderbilt University. Retrieved May 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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