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The impact of art augmented geometry...

Krilov, Ludmyla (Lucy).

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The impact of art augmented geometry instruction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The impact of art augmented geometry instruction./
作者:	Krilov, Ludmyla (Lucy).
面頁冊數:	176 p.
附註:	Adviser: Lynne L. Svenning.
Contained By:	Dissertation Abstracts International68-12A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3292901
ISBN:	9780549366232

The impact of art augmented geometry instruction.
Krilov, Ludmyla (Lucy).

The impact of art augmented geometry instruction. - 176 p.

Adviser: Lynne L. Svenning.

Thesis (Ed.D.)--Wilmington University (Delaware), 2008.

This quasi-experimental study examined the impact of art-augmented geometry instruction upon fifth grade students' attitudes towards mathematics and achievement in mathematics and geometry compared to traditional geometry instruction. The participants in the study consisted of a convenience sample of 295 fifth grade students from four different elementary schools in one school district in southern New Jersey during the 2006-2007 school year. The participating schools were organized into one experimental (n = 69) and three comparison schools (n = 226). Data were gathered using the following instruments: New Jersey Assessment of Skills and Knowledge for Fourth grade (NJ ASK 4), New Jersey Assessment of Skills and Knowledge for Fifth using the following instruments: New Jersey Assessment of Skills and Knowledge for Fourth grade (NJ ASK 4), New Jersey Assessment of Skills and Knowledge for Fifth grade (NJ ASK 5), pre/post attitude assesments, pre/post written assessments and three art project rubrics. The ANOVA and ANCOVA results indicated that the experimental and comparison groups did not show any statistical significant overall findings at the 0.05 level on the mathematics or geometry cluster NJ ASK 5 scores. Greater improvements for mathematics levels were found in the experimental group in their advancement to the proficient levels of achievement. After art-augmentation, a statistically significant positive change in attitudes was found in the experimental group for one of the attitudinal variables: geometry is useful in the real world. Subgroup findings in the experimental group revealed statistically significant higher mean scores for male students, White students, and regular education students on the post mathematics assessment (NJ ASK 5). Additional significant higher means were attained by the White students on the geometry cluster (NJ ASK 5), utilizing congruent polygons on the stain glass project and with the regular education students for geometry content knowledge on the post written assessment and on the application of lines of symmetry and congruent polygons in the stain glass project.

ISBN: 9780549366232Subjects--Topical Terms:

1018432
Education, Art.

The impact of art augmented geometry instruction.
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