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| Issues in Mathematics Instruction |
| Sunday, May 27, 2007 |
| 4:30 PM–5:20 PM |
| Cunningham C |
| Area: EDC |
| Chair: Ya-yu Lo (University of North Carolina, Charlotte) |
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| Discovering the Effectiveness of Differentiated Instruction in Mathematics. |
| Domain: Applied Research |
| BRENDA S. ROMANOFF (University of North Carolina, Charlotte), Tracey Surrett (University of North Carolina, Charlotte), Ya-yu Lo (University of North Carolina, Charlotte) |
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| Abstract: The purpose of this study is to assess the effectiveness of differentiated instruction in mathmatics compared to traditional whole group instruction. Prior research eludes to the effectiveness without a direct quantitative camparison. A single class will alternate methods of instruction in mathematics with brief daily quizzes, as well as pre- and post-unit assessments driving instruction and serving as data illustrating student growth for each method. Behavioral observations will be taken through researcher observations throughout both methods of instruction, focusing on student time on task. The operational hypothesis is that students will learn more with improved behavior during small group instruction with differentiating assignments than during whole group instruction with identifical assignments for everyone.
The specific research questions are:
1. Is there a significant difference in student achievement between differentiated instruction and traditional instruction?
2. Is there a population that shows higher student achievement during either differentiated instruction or traditional instruction?
3. Is there a significant difference in student behavior related to time on task between differentiated instruction and tradtional instruction?
4. Is there a population that shows more time on task during either differentiated instruction or traditional instruction? |
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| The Effects of Highlighting on the Performance Accuracy and Behavior of Students with ADHD during Math Computation Tasks. |
| Domain: Applied Research |
| SUNEETA KERCOOD (Butler University), Janice A. Grskovic (Indiana University Northwest) |
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| Abstract: This study utilized a multiple baseline design to evaluate the effectiveness of a highlighting activity on the performances of students with ADHD on a routine math computation task.
Students with ADHD exhibit increased verbalizations, motor activity, and lower levels of sustained attention during routine, repetitive tasks that results in lower levels of task completion and achievement (Zentall & Zentall, 1983). In this study, three 3rd grade students with ADHD were presented with a set of math problems (addition, subtraction and multiplication) and were asked to highlight the operation and then solve as many problems as they could in 10 minutes.
Motor behavior, recorded from videotape, and number of math problems attempted and correctly solved were measured. Results suggest that the highlighting activity reduced excessive motor movement and increased task completion and accuracy of students with ADHD compared to their performances in no highlighting conditions. The highlighting was an additional activity and reduced the amount of time available to solve problems. It is hypothesized that the highlighting activity functioned to focus students attention to the operation, provided additional structure to the task (e.g., organization and grouping of operations), and increased the stimulation level of the task by adding color. |
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