東華大學圖書館 |

語系: 繁體中文

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

An exploration of the math names for...

Magargee, Suzanne Dean.

FindBook

Google Book

Amazon

博客來

An exploration of the math names for numbers: An early childhood mathematics intervention.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An exploration of the math names for numbers: An early childhood mathematics intervention./
作者:	Magargee, Suzanne Dean.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253424
ISBN:	9781369643428

An exploration of the math names for numbers: An early childhood mathematics intervention.
Magargee, Suzanne Dean.

An exploration of the math names for numbers: An early childhood mathematics intervention. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 176 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--University of the Incarnate Word, 2017.

A longitudinal study of the effects of an early childhood mathematics intervention was conducted in 2 private elementary schools in a large city in central Texas. The study included 377 participants in prekindergarten through fifth grades. Explicit non-inverted number names were taught in English and Spanish to prekindergarten and kindergarten students, with formative assessments conducted during this timeframe. Summative assessment results from standardized achievement tests were collected in grades 1 through 5 from 341 of the participants. Normal curve equivalent scores of total mathematics achievement, problem solving, and mathematics procedures were compared among groups of children with no or up to 2 academic years of experience using explicit non-inverted number names. Children in Grade 1 who had no experience with the intervention, scored significantly higher than the other children in mathematics procedures. After the first grade, a means trend emerged, showing children with the most experience demonstrated higher overall mean scores within the three measures. In Grade 3, children with the most experience using the intervention demonstrated significantly higher scores in mathematics procedures.

ISBN: 9781369643428Subjects--Topical Terms:

641129
Mathematics education.

An exploration of the math names for numbers: An early childhood mathematics intervention.
LDR:02237nmm a2200313 4500 001 2123798
005 20171010112650.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369643428
035 $a (MiAaPQ)AAI10253424
035 $a AAI10253424
040 $a MiAaPQ $c MiAaPQ
100 1 $a Magargee, Suzanne Dean. $0 (orcid)0000-0002-3677-2737 $3 3285740
245 1 3 $a An exploration of the math names for numbers: An early childhood mathematics intervention.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 176 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Adviser: Judith E. Beauford.
502 $a Thesis (Ph.D.)--University of the Incarnate Word, 2017.
520 $a A longitudinal study of the effects of an early childhood mathematics intervention was conducted in 2 private elementary schools in a large city in central Texas. The study included 377 participants in prekindergarten through fifth grades. Explicit non-inverted number names were taught in English and Spanish to prekindergarten and kindergarten students, with formative assessments conducted during this timeframe. Summative assessment results from standardized achievement tests were collected in grades 1 through 5 from 341 of the participants. Normal curve equivalent scores of total mathematics achievement, problem solving, and mathematics procedures were compared among groups of children with no or up to 2 academic years of experience using explicit non-inverted number names. Children in Grade 1 who had no experience with the intervention, scored significantly higher than the other children in mathematics procedures. After the first grade, a means trend emerged, showing children with the most experience demonstrated higher overall mean scores within the three measures. In Grade 3, children with the most experience using the intervention demonstrated significantly higher scores in mathematics procedures.
590 $a School code: 1391.
650 4 $a Mathematics education. $3 641129
650 4 $a Early childhood education. $3 518817
650 4 $a Elementary education. $3 641385
690 $a 0280
690 $a 0518
690 $a 0524
710 2 $a University of the Incarnate Word. $b Education. $3 2122838
773 0 $t Dissertation Abstracts International $g 78-08A(E).
790 $a 1391
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253424