Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Pedro A. Hernandez
Committee Member
Karen Kamin
Committee Member
Barbara Packer
Keywords
academic achievement, assessment, classroom instruction, experiential learning, FCAT, Florida, Florida Comprehensive Assessment Test, grade 3 students, grade level, instructional strategies, manipulatives, mathematics achievement, mathematics education, peer helpers, peer tutoring, program implementation, public schools, student achievement, teaching assistants, test scores, training interventions
Abstract
At Mater Academy Charter School, 35% of the 3rd-grade students scored below grade level on the mathematics portion of the Florida Comprehensive Assessment Test (FCAT) in the 2001-2002 school year. The FCAT is given to all public school students in the state of Florida to assess achievement levels based on the standards set by the state. This applied dissertation focused on finding strategies that would increase mathematics achievement for these students.
Based on test score data, a program was designed to improve achievement in mathematics. According to M. Cain-Caston (1996) and R. Althouse (1994), the use of manipulatives helps students understand concepts better and has been found to improve achievement levels. Therefore, manipulatives were gathered and training was provided on the use of manipulatives in mathematics.
The participating teacher and assistant used manipulatives as a strategy to improve achievement in mathematics on a consistent basis along with peer helpers and one-to-one assistance. The researcher observed and interviewed the teacher and assistant on a biweekly basis and changes to the program were made as needed. Grade point averages in mathematics were also monitored on a monthly basis in order to record changes that were occurring with the achievement levels of the students.
The use of manipulatives in the classroom increased to 80% as was evident in the lesson plans and through interviews with the participating teacher. The students used them to perform tasks and respond to problems as was noted by the observer. There was a 58% increase in the mathematics scores on the Brigance Diagnostic Inventory of Basic Skills at the end of the 2002-2003 school year. The number of students who scored below grade level dropped from 13 to 1 at the end of the program implementation.