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The effects of an arts infusion appr...

Omniewski, Rosemary Anne.

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The effects of an arts infusion approach on the mathematics achievement of second-grade students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of an arts infusion approach on the mathematics achievement of second-grade students./
作者:	Omniewski, Rosemary Anne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1999,
面頁冊數:	149 p.
附註:	Source: Dissertations Abstracts International, Volume: 61-04, Section: A.
Contained By:	Dissertations Abstracts International61-04A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9933063
ISBN:	9780599336179

The effects of an arts infusion approach on the mathematics achievement of second-grade students.
Omniewski, Rosemary Anne.

The effects of an arts infusion approach on the mathematics achievement of second-grade students. - Ann Arbor : ProQuest Dissertations & Theses, 1999 - 149 p.

Source: Dissertations Abstracts International, Volume: 61-04, Section: A.

Thesis (Ph.D.)--Kent State University, 1999.

This item must not be sold to any third party vendors.

The purpose of this study was to determine whether a significant difference existed in mathematics achievement scores among an experimental group using an arts infusion approach (AI), a group using an innovative manipulative approach (IM), or a group using a traditional textbook approach (TT). Subjects were 49 second grade students in an urban public school in Northwest Pennsylvania. Subjects were randomly divided into three groups by class, an experimental group (n = 16), a second experimental group (n = 16), and a control group (n = 17). All three groups were taught the mathematics concepts of patterning, sorting, classifying, and graphing by the same teacher for daily periods of 45 minutes for six weeks. One group was taught with an arts infusion approach in which music, art, dance, and drama were used. Another group was taught with an innovative manipulative approach in which tactile or "hands-on" methodology was used. The control group was taught using a traditional textbook approach. All three groups were pre- and posttested using the Textbook Unit Math Test (TUMT) and the Number Patterns Test (NPT). Six weeks after the treatment, subjects were administered a second posttest to examine retention among the groups. Data were analyzed using two Two-Way ANOVAs with Repeated Measures. While all three groups scored significantly higher between the TUMT-pretest and TUMT-posttest-1, and between the TUMT-pretest and TUMT-posttest-2, indicating positive results regardless of instructional method, there was an interaction effect among the groups. The Al group surpassed both the IM and TT groups in gain scores on the TUMT. The biggest increase in the AI group's TUMT scores occurred between posttest-1 and posttest-2, indicating a more significant gain score difference in retention in the AI group than among the other two groups. In the second analysis, all groups scored significantly higher by condition, but no significant difference was found between the groups. As a result of this study, use of an arts infusion approach was found to be as effective as innovative manipulative or traditional textbook approaches in teaching mathematics, and a significant gain in retention of mathematics concepts occurred through the use of arts infusion.

ISBN: 9780599336179Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Achievement

The effects of an arts infusion approach on the mathematics achievement of second-grade students.
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