語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Teaching addition and subtraction op...
~
Kyriakidou-Christofidou, Athina.
FindBook
Google Book
Amazon
博客來
Teaching addition and subtraction operations with schematic place-value learning aids & the impact on arithmetic competency.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Teaching addition and subtraction operations with schematic place-value learning aids & the impact on arithmetic competency./
作者:
Kyriakidou-Christofidou, Athina.
面頁冊數:
186 p.
附註:
Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:
Dissertation Abstracts International77-10A(E).
標題:
Mathematics education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10109214
ISBN:
9781339725116
Teaching addition and subtraction operations with schematic place-value learning aids & the impact on arithmetic competency.
Kyriakidou-Christofidou, Athina.
Teaching addition and subtraction operations with schematic place-value learning aids & the impact on arithmetic competency.
- 186 p.
Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Thesis (Ph.D.)--Saint Louis University, 2016.
The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and represent Hindu-Arabic numerals and how these number representations affect their arithmetic competency. This was achieved by comparing an intervention group (n=16) and a control group (n=17) before and after the 2-week intervention.
ISBN: 9781339725116Subjects--Topical Terms:
641129
Mathematics education.
Teaching addition and subtraction operations with schematic place-value learning aids & the impact on arithmetic competency.
LDR
:03292nmm a2200313 4500
001
2076533
005
20161104135038.5
008
170521s2016 ||||||||||||||||| ||eng d
020
$a
9781339725116
035
$a
(MiAaPQ)AAI10109214
035
$a
AAI10109214
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Kyriakidou-Christofidou, Athina.
$3
3191993
245
1 0
$a
Teaching addition and subtraction operations with schematic place-value learning aids & the impact on arithmetic competency.
300
$a
186 p.
500
$a
Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500
$a
Adviser: Lauren Arend.
502
$a
Thesis (Ph.D.)--Saint Louis University, 2016.
520
$a
The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and represent Hindu-Arabic numerals and how these number representations affect their arithmetic competency. This was achieved by comparing an intervention group (n=16) and a control group (n=17) before and after the 2-week intervention.
520
$a
It is concluded that the use of the place-value learning aids facilitates numeration system conceptual understanding , reading, writing and representing numbers (in canonical and non-canonical form) by thinking in terms of "100s", "10s" and "1s" (or in terms of color-coded cards). Students visually relate the face-value of the digits (e.g. "3" and "5") of the number (e.g. "35") with the number of flash-cards to be used for the canonical representation (three orange cards and five blue cards). Children also understand how "53" differs from "35" or "503". It is further concluded that the use of the learning aids facilitates addition and subtraction performance in terms of "hundreds", "tens" and "ones" (rather than just "ones") either mentally or by constructing canonical and non-canonical representations with the use of the flash-cards and grids or by constructing abstract representations on paper. Students realize that ten cards of one color can be exchanged with one card of another color (or vice versa). Students further understand how "35-2" differs from "35-20" and how "51-32" differs from "52-31".
520
$a
Quantitative data are in agreement with qualitative data, suggesting that children's arithmetic competency is enhanced when taught how to represent numbers, additions and subtractions with the use of the learning aids. The control group mean score increase from before to after intervention was 1,24 marks, compared to an increase of 11,06 marks for the intervention class. The medium to large Cohen's d effect sizes of 0,51 (comparing the intervention group score increase to the control group score increase) or 0,57 (comparing the intervention group score from before to after) indicate strong practical significance.
590
$a
School code: 0193.
650
4
$a
Mathematics education.
$3
641129
650
4
$a
Curriculum development.
$3
684418
650
4
$a
Early childhood education.
$3
518817
690
$a
0280
690
$a
0727
690
$a
0518
710
2
$a
Saint Louis University.
$b
Educational Studies.
$3
1673454
773
0
$t
Dissertation Abstracts International
$g
77-10A(E).
790
$a
0193
791
$a
Ph.D.
792
$a
2016
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10109214
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9309401
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入