Behlol, M. G., Akbar, R. A., & Sehrish, H. (2018). Effectiveness of Problem-Solving Method in Teaching Mathematics at Elementary Level. Bulletin of Education and Research, 40(1), 231-244.
This is a scholarly publication of an original research study. It employed a quantitative quasi-experimental design to investigate the effectiveness of a problem-solving approach to teaching math to primary school kids. Researchers discovered that children who received problem-solving-based instruction performed better in mathematics than those who received standard instruction. Furthermore, pupils instructed in problem-solving techniques had more favorable views about mathematics and expressed greater involvement and enthusiasm in the subject.
One strength of this study is its valuable implications in the area of study. It provides evidence that the problem-solving method is an effective way to teach mathematics to elementary students, which could inform classroom teaching practices. The article further offers a detailed outline of the implementation procedure of the problem-solving method, which could be helpful for other educators looking to incorporate this approach in their classrooms. The main weakness of this research is its small sample size. The small number of participants from one school makes it challenging to generalize the results to different situations or student demographics.
Benders, D., & Craft, T. (2016). The Effect of Flexible Small Groups on Math Achievement in First Grade. Networks: An Online Journal for Teacher Research, 18(1), 724-724. Web.
This is a journal published in the Online Journal for Teacher Research in 2016. The researchers employed a quantitative research methodology to investigate the impact of adaptable small groups on first-grade math proficiency. The participants included 57 first-graders from two classes at an elementary school in the Midwest. The study used pre-and post-tests and observations of classroom teachings to gather the data. The results revealed that pupils receiving flexible small-group education improved more in math than those receiving typical large-group instruction.
One strength of this study is that it focused on a specific intervention and examined its effectiveness in enhancing math achievement in first-grade students. However, a weakness is that the sample size was relatively small, limiting the findings’ generalizability. This article provides valuable insights into using flexible small groups as a math intervention in the first-grade classroom. Teachers and researchers can use this information to inform their instructional practices and further investigate the potential benefits of flexible small groups in other contexts.
Henle, J. (2020). Math for Grades 1 to 5 Should Be Art. The Mathematical Intelligencer, 42, 64-69. Web.
This article is an opinion piece and applies no particular research methodology since it does not report on a research study. According to the paper, math instruction in grades 1 through 5 should be regarded more like an art than a science. The author argues that engaging, artistic exercises like storytelling, painting, and construction may be used to teach mathematical principles. The article gives several instances of how art may be used to supplement math courses, such as utilizing origami to teach geometry or puzzles to instill problem-solving techniques.
The strength of this article lies in its focus on student participation and creativity in math teaching. The author makes a strong case for the advantages of incorporating art into math instruction and includes concrete examples of how this might be done. This method may be helpful to students who struggle with conventional math training or who have a terrible attitude toward arithmetic. However, one weakness of this paper is the lack of empirical data to back up its claim.
Hulse, T., Daigle, M., Manzo, D., Braith, L., Harrison, A., & Ottmar, E. (2019). From here to there! Elementary: A Game-Based Approach to Developing Number Sense and Early Algebraic Understanding. Educational Technology Research and Development, 67, 423-441. Web.
This is a journal of an original study on the impact of a game-based math intervention in assisting primary school pupils to enhance their number sense and early algebraic thinking. The research uses a quasi-experimental design to conduct the study. The participants included two groups of students: those who received the game-based intervention and those who received the conventional training. The findings of the study showed that pupils in the treatment group improved more than those in the control group in their comprehension of early algebra and number sense. Additionally, the game-based intervention was more entertaining and engaging for the children than conventional training.
The strength of this study is its use of a quasi-experimental approach and the practical implications. The authors also include comprehensive details regarding the game-based intervention, which may be helpful for teachers looking to utilize similar strategies in their classrooms. One weakness of the study is the exclusive focus on one game-based intervention. Furthermore, it does not address the long-term effects of the intervention, including whether the improvements in number sense and early algebraic comprehension are sustained over time.
Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting FirstāGrade Math Achievement from Developmental Number Sense Trajectories. Learning Disabilities Research & Practice, 22(1), 36-46. Web.
This scholarly article is an original research study that uses a quantitative longitudinal design as its method of inquiry. The purpose of the study was to examine the connection between first-grade mathematics performance and early developmental number awareness. It found that first-grade math performance was more remarkable for kindergarteners with stronger developing number sense than for first-graders with lower developmental number sense. Furthermore, it discovered that pupils from lower socio-economic backgrounds had a more significant correlation between mathematical achievement and developing number sense.
One strength of this research is its use of longitudinal design. The researchers were able to pinpoint early determinants of arithmetic ability in the first grade by tracking kids over time. This information could be used to target interventions for students who are at risk of falling behind in math. One weakness of this study is its narrow focus on developmental number sense. While this is an essential predictor of math achievement, it is not the only factor that contributes to math success. Future research could examine the relationship between other early math skills (such as spatial reasoning or early counting skills) and later math achievement.
Ketterlin-Geller, L. R., Chard, D. J., & Fien, H. (2008). Making Connections in Mathematics: Conceptual Mathematics Intervention for Low-Performing Students. Remedial and Special Education, 29(1), 33-45. Web.
Ketterlin-Geller, Chard, and Fien (2008) conducted an original study using a quantitative methodology to test a conceptual mathematics intervention for low-graded children in grades 3-5. The control group got an education in conventional procedural mathematics, whereas the treatment group received instruction in mathematical ideas and methods for drawing links between different mathematical fields. According to the findings, the treatment group’s mathematical knowledge significantly improved as compared to the control group. The authors concluded that teaching students explicitly how to make links between different mathematical areas can enhance their grasp of mathematics.
One strength of this article is the straightforward research question and methodology used to investigate it. The study’s quantitative design allowed the authors to compare the effectiveness of the conceptual mathematics intervention to traditional procedural mathematics instruction. Using standardized measures to assess mathematical understanding adds validity to the findings. However, a potential weakness of the study is the small sample size and limited diversity of participants, which may limit the generalizability of the results to other populations.
Morin, L. L., Watson, S. M., Hester, P., & Raver, S. (2017). The Use of a Bar Model Drawing to Teach Word Problem Solving to Students with Mathematics Difficulties. Learning Disability Quarterly, 40(2), 91-104. Web.
This journal is an original research study that sought to determine the efficacy of teaching word problem-solving to math-challenged children using bar model drawings. The study used a quasi-experimental design with 15 math-challenged fourth and fifth-grade kids who were split into two groups. The intervention group was trained to utilize a bar model approach, while the control group was trained to use conventional problem-solving techniques. According to the results, pupils in the intervention group considerably outperformed those in the control group in terms of their capacity to answer word problems. Students in the intervention group also showed significant progress in their capacity to recognize crucial elements of word problems and exhibit an understanding of the relationships between the numbers in the issue.
One of the strengths of this study is the systematic implementation, precise definition, and organization of the intervention technique. This made it easier to verify the accuracy and dependability of the outcomes. The study’s weakness is the limited sample size, which restricts how broadly the results may be applied. Additionally, the research did not outline the intervention’s long-term consequences.
Pfannenstiel, K. H., Bryant, D. P., Bryant, B. R., & Porterfield, J. A. (2015). Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students. Intervention in School and Clinic, 50(5), 291-296. Web.
This scholarly article investigated the efficacy of cognitive strategy instruction in enhancing the word problem-solving abilities of struggling primary-level students. It applied an action research methodology and involved the execution of a particular educational intervention and the gathering of data to assess its efficacy. The study’s findings demonstrated that teaching cognitive strategies to struggling primary-level kids was successful in honing their word problem-solving abilities. Students who received the cognitive approach education significantly improved their ability to answer word problems when compared to the control group. The study also found that the intervention was effective for low- and high-achieving students.
One strength of this article is that it addresses a critical issue in math education: the difficulty many students have in solving word problems. The study provides valuable insights into how cognitive strategy instruction can help struggling students overcome this difficulty. One weakness of the study is that the sample size is relatively small, limiting the generalizability of the findings. Additionally, the study only evaluated short-term effects and did not investigate the long-term effects of the intervention.
Sloane, M. W. (2007). First-Grade Study Groups Deepen Math Learning. Young Children, 62(4), 83.
This article reports a first-grade math study group’s approach to heightening math learning. The source is non-experimental qualitative research, as it provides descriptive information without any manipulation of variables or formal data analysis. The study aimed to examine how a group of first-grade teachers used the study group approach to strengthen math teaching strategies and improve students’ math achievement. The study group facilitated using different methods, such as visual aids, games, and manipulatives, to enhance students’ understanding of mathematical concepts. Teachers who participated in the study group reported that it helped improve their instruction, provide a supportive environment, and strengthen their professional development.
One strength of this article is that it offers practical recommendations for teachers who want to implement the study group approach to deepen math learning. However, a weakness of this article is that it is not based on empirical data, making it difficult to draw any generalizations or make any claims about the effectiveness of the study group approach.
Strand Cary, M. G., Clarke, B., Doabler, C. T., Smolkowski, K., Fien, H., & Baker, S. K. (2017). A Practitioner Implementation of Tier 2 First-Grade Mathematics Intervention. Learning Disability Quarterly, 40(4), 211-224. Web.
This source is a journal of an original research study published in Learning Disability Quarterly in 2017. The research methodology employed in this study was an action research design. This paper aimed to examine the effectiveness of a Tier 2 intervention on first-graders struggling with arithmetic. The findings of the study showed that the intervention was successful in raising the targeted pupil’s math proficiency. Students who participated in the program significantly improved their number sense and math skills as compared to their counterparts who did not participate.
The main strength of this work is its practical implications. The researchers partnered with instructors in actual classroom settings, and the outcomes revealed that the intervention successfully raised student performance. This implies that the intervention might be readily repeated in other classes and institutions to help kids who are having difficulty with math. However, the main weakness of the study is its poor generalizability. The research was only done in one school with a small sample size. Therefore, it is uncertain if the intervention would work well in other situations.