The effects of technology-supported cognitive mathematical instruction on African-American students characterized as at-risk for school failure
Timothy Bernard Forde, Vanderbilt University, United States
Vanderbilt University . Awarded
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.
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.
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