Students in the United States perform poorly on mathematical standardized assessments compared to other developed countries. This suggests that current instructional methods are not working. The National Council of Teachers of Mathematics has recommended that constructivist based instruction such as the Connected Mathematics Project (CMP) be used with other theory based instructional strategies. One possibility is the Multiple Intelligence (MI) theory. The purpose of this controlled study was to determine how to best teach mathematics by providing drill and skill exercises to enhance the effectiveness of CMP. The participants, 185 6th grade students at a middle school in the Midwest region of the US, were taught using CMP + drill and skill (MI) or CMP + drill and skill (traditional - paper and pencil). A 2 x 2 ANCOVA showed that scores on a math common assessment improved over time for both groups; however, the CMP + drill and skill (MI) group improved more. Results also showed that 5 of 7 dominant intelligence groups improved more when taught using CMP + drill and skill (MI). The findings suggest that CMP + drill and skill (MI) is a potentially effective way to teach mathematics. The current findings have potentially significant implications for social change in light of the unique learning needs of the 21st century student. Educators may use the MI theory to create classrooms that meet the needs of all students by allowing them to utilize their dominant intelligence(s). This might help students relate better to what is being taught and, in turn, gain a deeper understanding and mastery of mathematical concepts. This could then lead to more success on standardized assessments, stronger relationships with educators and peers, and a decline in high school drop out rates.Educational Horizons, 80, 15-19. Herrnstein ... (2003). Highlights from the TIMSS 1999 video study of eighth-grade mathematics teaching. ... Personal history- based beliefs as relevant prior knowledge in course work. ... New York: Basic Books.
|Title||:||The Effect of Adding Drill and Skill Practice, Using Spatial, Kinesthetic, and Musical Intelligences, with Connected Math Project on Mathematics Achievement of 6th Grade Students|
|Author||:||Cara M. Gibson|
|Publisher||:||ProQuest - 2008|