Education Commons^™

Using American Sign Language With A Direct Instruction Mathematics Program To Affect The Mathematics Achievement Of Deaf Students, Annette J. Bass

Masters Theses

The effectiveness of supplemental instruction using a scripted direct instruction program, Connecting Math Concepts (Englemann & Carnine, 1992), with four lower elementary deaf students was compared to the effectiveness of supplemental instruction in their traditional math curriculum, Mathematics Today (Abbott, 1985). A two-phase multiple baseline design across students was used. During the first phase, the students' achievement on curricula-based math probes was assessed while using the Mathematics Today as a supplement. During the second phase, the students' achievement was assessed while using Connecting Math Concepts as a supplement. The teacher presentation scripts in this program were translated into American Sign …

A Comparison Of The Hutchings’ Low-Stress, Factor Analysis, Hand-Held Calculator, And Conventional Addition Algorithms For Speed, Accuracy, And Preference With Regular Education Students, John C. Hampel

Masters Theses

Three repeated measures experiments were conducted to determine the efficiency with which medium and low math-achieving, fourth- and fifth-grade students computed two sizes of addition problems using each of four different algorithms. The experimenter selected the conventional algorithm and the hand-held calculator because they are currently in popular use. The experimenter selected the Hutchings' low-stress and factor analysis algorithms because of their demonstrated performance enhancing characteristics and unique design features. The three written algorithms represented a design continuum that facilitated a powerful deductive analysis.

In all conditions the Hutchings' low-stress algorithm produced incrementally superior performance consistent with its unique features. …

World View, Metaphysics, And Epistemology, William W. Cobern

Scientific Literacy and Cultural Studies Project

It has been argued from world view theory that fundamental beliefs about the world exert a powerful influence on how sense is made of events in the world. However, the nature of that influence has remained enigmatic. Hannah Arendt's distinction between thinking and comprehension, and knowing and apprehension provides a clarification. Thinking is the epistemological path to conceptual comprehension. Knowing is the metaphysical path to apprehension - to the acceptance of a concept as true or valid. Comprehension does not necessitate apprehension. One may reject a fully understood concept. The recent discussion in science education about world view is essentially …

Contextual Constructivism: The Impact Of Culture On The Learning And Teaching Of Science, William W. Cobern

Scientific Literacy and Cultural Studies Project

Though rooted in Piagetian research, constructivism1 is an avenue of research pertaining to teaching and learning that departed from the neo-Piagetian2 mainstream twenty years ago and has continued on a distinct path of development. The departure was evident by the late seventies, clearly marked by two publications, Novak (1977) and Driver & Easley (1978). For constructivists, learning is not knowledge written on, or transplanted to, a person's mind as if the mind were a blank slate waiting to be written on or an empty gallery waiting to be filled. Constructivists use the metaphor of construction because it aptly summarizes the …