Date of Award
1-1-1991
Document Type
Practicum
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Polly Peterson
Committee Member
Susan D. Totilas
Keywords
behavior improvement, behavioral charts, computer assisted instruction, drill sheets, Emotionally Handicapped students, flash cards, instructional games, manipulative devices, mathematics, math facts, math instruction, multiplication, multiplication mastery, multi-sensory approach, peer tutors, positive reinforcement, self confidence, self esteem, student assessment, teacher support, times tables, token rewards, twelve-week implementation
Abstract
The focus of this practicum was to improve the learning of multiplication mastery demonstrated low on tests and teacher/student assessment. As a corollary aim, an overall increase in self esteem and behavioral improvement during math class was projected.
Twelve weeks of implementation included computer assisted instruction (CAI) with a multiplication program, making and working with flash cards, bi-weekly timings on math facts, completing drill sheets, playing various instructional multiplication games and use of manipulative devices. As supplementation progressed, students were encouraged to spend more time on the activities in an effort to master the times tables (0-12). Behavioral charts were monitored daily during math class. A positive, non-threatening use of the multi-sensory techniques was employed. Students were reinforced with stickers and participation points and encouraged with bonus tokens for acquiring specific facts and multiplication contests/awards parties.
Although the specified seven objectives were not fully met, overall student self confidence, behavior, and ability to learn and retain multiplication facts improved. Students with supportive teachers appeared to make the most gain. The data from this practicum demonstrated: (a) CAI оn а regular schedule improved acquisition of multiplication times tables; (b) ability to learn multiplication appeared to decrease negative classroom behavior during math sessions: (c) interest in math as a subject area increased over the twelve weeks; (d) use of instructional games improved both affective and cognitive domains of Several Emotionally Handicapped (SEH) students as noted by an increase of playing time and number of group participants. The three SEH classroom teachers plan continuation of the multi-sensory approach to multiplication with all students using the eight students involved with the implementation as peer tutors/helpers for those who need more assistance.