Science and Mathematics Education Commons^™

A Comparison Of Calculation Speed And Accuracy On Two Levels Of Problem Difficulty Using The Conventional And Hutchings’ "Low Stress" Subtraction Algorithms And The Pocket Calculator, Margaret T. Mcglinchey

Masters Theses

This study involved a comparison of three different calculation procedures for solving two different sizes of subtraction problems. A multi-element baseline design was used with three subjects: 2 females and 1 male, whose ages were 9.6, 24, and 8.1, respectively. The calculation procedures were varied randomly within, sessions, and the problem sizes varied randomly across sessions. Dependent measures included rate correct, rate incorrect, and percent accuracy. For all subjects, the conventional algorithm was the fastest calculation procedure. Accuracy data were not as consistent, since they varied across subjects and problem array sizes. Future research in this area might involve larger …

A Comparison Of Speed And Accuracy In Addition Calculation For High And Low Achieving Math Students Using The Calculator, Conventional Algorithm And The Hutchings' “Low Stress Algorithm”, Edward S. Drew

Masters Theses

This study was an attempt to compare the differential calculation power (speed plus accuracy) with addition for the conventional algorithm as compared with the Hutchings' low stress algorithm as compared to hand held calculators for high and low achievers with two levels of difficulty. Also, it is a systematic replication of Zoref's (1976) previous research. The subjects were eight third grade students, four male and four female, approximately nine years old. A multielement baseline design was used varying type calculation method within sessions and level of difficulty across sessions. The Hutchings' "low stress" algorithm produced markedly better results in correct …

Goals And Objectives For Teaching Science In The Junior High Schools Of Kalamazoo, Michigan, Gary W. Wester

Dissertations

The purpose of this research study was to determine the similarities and disparities among the expected learning outcomes of three sets of performance objectives for science education: (1) the teacher-written science objectives of the Goals-Objectives-Test (GOT) Program for the seventh, eight, and ninth grades in the Kalamazoo Public School System; (2) the objectives prepared by the Department of Research and Development of the Kalamazoo Public School System from test items on Test 8: Science of the Metropolitan Achievement Tests (MAT) - Advanced Forms; and (3) the science objectives of the Michigan Department of Education (MDOE) for grades 7-9.

The methodology …

Component Analysis Of Hutchings' Low-Stress Addition Algorithm, Daniel V. Mccallum

Masters Theses

An A-B-A-C counterbalanced reversal design was used with two groups to analyze the two components of Hutching's Low-Stress addition algorithm. Fourth grade students achieving 96% accuracy on a pretest of basic math facts were subjects of this study. Subjects were taught two new methods of computation; Hutchings' Low-Stress and the Conventional algorithm with a written record, along with reviewing the Conventional algorithm. Students were given worksheets containing fixed size addition problems and asked to complete as many as possible with a five-minute times session. Accuracy and speed were monitored across the three methods of computation. The results showed superior performance …

The Effects Of Hutchings’ Low Stress Addition And Subtraction Algorithms On The Accuracy And Rate Of Problem Solving With Low Performing Math Students, Stephen Edgar Hadden

Masters Theses

The accuracy and rate of problem solving using Hutchings' low stress addition and subtraction algorithms was investigated using four, fourth-grade low performers. Two multiple baseline designs were used, (one for addition and one for subtraction) where subjects were required to work addition and subtraction problems using the conventional method during Baseline. As Baseline for each subject stabilized, a brief training program was implemented using Hutchings' low stress addition or subtraction algorithm. Following training, subjects were required to work the addition and subtraction problems using the new algorithm. Probes were administered before and after training to measure knowledge of place value …

A Comparison Of The Hutchings' “Low-Stress", Fulkerson "Full-Record" And Conventional Addition Algorithms For Speed, Accuracy And Preference With Regular Education Students, John Robert Vanhevel

Masters Theses

The differential calculation power (speed and accuracy) of three different addition procedures were investigated using the Hutchings " Low-stress", Fulkerson "Full-record" and conventional algorithms. The subjects were nine fourth grade students, five female and four male, approximately ten years of age. Elements of both multiple baseline and reversal designs were employed, varying the type of calculation method across phases. After exposure to each algorithm, students were given a choice of methods to use in solving a problem. Results indicated that both the Hutchings "Low-stress" and Fulkerson "Full-record" algorithms were generally superior in producing stable, accurate and efficient calculations. When given …