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The effects of technology-supported ...

Forde, Timothy Bernard.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of technology-supported cognitive mathematical instruction on African-American students characterized as at-risk for school failure./
Author:	Forde, Timothy Bernard.
Description:	63 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0795.
Contained By:	Dissertation Abstracts International64-03A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3085761
ISBN:	0496335685

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

The effects of technology-supported cognitive mathematical instruction on African-American students characterized as at-risk for school failure. - 63 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0795.

Thesis (Ph.D.)--Vanderbilt University, 2003.

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.

ISBN: 0496335685Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The effects of technology-supported cognitive mathematical instruction on African-American students characterized as at-risk for school failure.
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500 $a Director: Daniel J. Reschly.
502 $a Thesis (Ph.D.)--Vanderbilt University, 2003.
520 $a 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.
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