Article

Improving Basic Math Skills Using Technology

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Abstract

The students of the targeted fourth, fifth, sixth, and ninth grade classes exhibited difficulties with number sense that interfered with understanding and recall of basic math facts. Evidence for the existences of the problem included teacher observation, test scores, and student and teacher surveys. The research participants included 42 children under 12 years old, 50 children over 12 years old and 20 teachers. The dates of the study were January 11, 2010 - May 07, 2010. During the course of this intervention, teacher researcher(s) attempted to enhance students' basic math skills by re-teaching basic math skills with an emphasis on number sense using computers, calculators, and other technological devices. The students accessed mathematical websites and software via computers weekly. The rationale for the action research project was to enhance basic math skills of the targeted fourth, fifth, sixth, and ninth graders. Deficiencies in basic math skills in the classroom typically lead to inaccurate computation that created obstacles when problem solving. After a thorough review of the literature, three common probable causes were found to be lack of prior knowledge, negative attitude towards math, varied teaching methods. After a review of the literature, the teacher researchers selected four possible solutions for the lack of retention of basic math skills from the variety of solutions proposed by researchers. These possible solution strategies included: early screening, implementing the use of manipulatives, cooperative learning, and integrating technology. The teacher researchers recommend that all mathematics teachers, regardless of grade level, take some time to reinforce basic math skills. To reinforce and explore these topics, the teacher researchers recommend using technology such as software programs, PowerPoint, Elmos, Smart Boards, projectors, calculators, internet websites, You Tube videos and DVDs, and music CDs. Overall, targeted student in t fourth, fifth, sixth, and ninth grades improved their understanding of basic math skills by using technology. Their post intervention test scores indicated a noticeable increase in student mastery of basic mathematics. More students earned scores of 70% or higher when compared to the pre assessment scores. The following are appended: (1) Consent to Participate in a Research Study Improving Basic Math Skills Using Technology [letter]; (2) Consent to Participate in a Research Study Improving Basic Math Skills Using Technology [form]; (3) Mathematics Pre Intervention Test (Grades 4 and 5); (4) Mathematics Pre Intervention Test (Grades 6 and 9); (5) Student Pre Intervention Survey (Grades 4 and 5); (6) Student Pre Intervention Survey (Grades 6 and 9); (7) Pre Intervention Teacher Survey; (8) Student Post Intervention Survey (Grades 4 and 5); (9) Student Post Intervention Survey (Grades 6 and 9); (10) Mathematics Post Intervention Test (Grades 4 and 5); and (11) Mathematics Post Intervention Test (Grades 6 and 9). (Contains 7 tables and 4 figures.)

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... According to Hudson [12], misunderstanding, or lack, of the basic concepts creates the students struggle in mathematics and remediation is apparent [13]. Standard deviations of the questions show Table 3 presents the performance of the incoming freshmen student of college of teacher education on areas of mathematics when grouped according to algebra. ...
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... (Hudson, et al., 2010) . ...
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... In support of the statement of Bowes 4 , Hudson et. al. 12 conduct a study using power points, webbased games, the internet, projectors, Smart boards, Elmos, calculators, videos, DVDs, and music as tools for instruction and targeted students in the fourth, fifth, sixth, and ninth grades. Their post intervention test scores indicated a noticeable increase in student mastery of basic mathematics. ...
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... Technology is underpinned by the curriculum and curriculum is pervaded by classroom technology. In a study by Hudson, Kadan, Lavin & Vasquez, (2010), they found 99% of respondents replied that they use technology on a daily basis in their classroom to support student learning. ...
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... Technology is underpinned by the curriculum and curriculum is pervaded by classroom technology. In a study by Hudson, Kadan, Lavin & Vasquez, (2010), they found 99% of respondents replied that they use technology on a daily basis in their classroom to support student learning. ...
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... ‫دص‬ ‫يذ‬ ‫يف‬ ‫دعٕبٛ‬ ‫الص‬ ‫دس‬ ‫ٔتظّ‬ ‫دٕشو‬ ‫السو‬ ‫درٓ‬ ‫هل‬ ‫الصحٗخ‬ ‫التىٗٗص‬ ‫دد‬ ‫يٍ‬ ‫دتعمي‬ ‫امل‬ ‫د‬ ‫و‬ ‫دن‬ ‫التعاو‬ ‫د‬ ‫د‬ ‫الرتتٗ‬ ‫يف‬ ‫جٔ‬ ‫دحٗخ‬ ‫د‬ ‫ص‬ ‫دكن‬ ‫د‬ ‫بػ‬ ‫دٗٛ‬ ‫د‬ ‫السٖاض‬ ‫دٕاٌ‬ ‫د‬ ‫ٔالق‬ ‫دابٗٛ‬ ‫د‬ ‫احلط‬ ‫دا‬ ‫د‬ ‫ٔالعىمٗ‬ ‫داً‬ ‫د‬ ‫األزق‬ ‫دتخداً‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫اض‬ ‫جٔ‬ ‫دابٗٛ‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫ٔاحلط‬ ‫دٗٛ‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫السٖاض‬ ‫دا‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫العىمٗ‬ ‫يف‬ ‫دن‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫احل‬ ‫دٕا‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫خل‬ ‫د٘‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫د‬ ‫ق‬ ‫املٍ‬ Hudson, Kadan, Lavin & Vasquez, 2010) ) ...
... Technology is underpinned by the curriculum and curriculum is pervaded by classroom technology. In a study by Hudson, Kadan, Lavin & Vasquez, (2010), they found 99% of respondents replied that they use technology on a daily basis in their classroom to support student learning. ...
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... Since technology has been regarded as an important and effective learning tool for helping children develop better understanding of mathematics (Bennison & Goos, 2010;Dick, 2007;Reimer & Moyer, 2005;Ruthven, 2007;Suh & Moyer-Packenham, 2007), technology should be a relevant tool for promoting children's number sense. However, few studies via technology have focused on helping children develop number sense (Hudson, Kadan, Lavin, & Vasquez, 2010;Su, Marinas, & Furner, 2010;Yang & Tsai, 2010). For example, the study of Su et al. (2010) showed that web-based tools could be used to reinforce primary school children's number sense. ...
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