Assignment:
CARS Checklist and Annotated Bibliography
Need assistance creating a cars checklist and an annotated bibliography APA style by using the attached sources.
Are low math scores being affected by the use of manipulatives? Are Algebra Tiles effective for raising TAKS Math scores in High School students? In answering these two questions, I have performed the following research. I need help developing a CARS checklist and an Annotated Bibliography.
Record 1 of 10 - The ERIC Database
AN: EJ602290
CHN: SE563020
AU: Perry,-Bob; Howard,-Peter
TI: Manipulatives in Primary Mathematics: Implications for Learning and Teaching.
PY: 1997
SO: Australian-Primary-Mathematics-Classroom; v2 n2 p25-30 1997
ISSN: 1326-0286
DT: Journal-Articles (080); Reports-Evaluative (142)
LA: English
DE: *Instructional-Materials; *Manipulative-Materials; *Mathematics-Activities
DE: Elementary-Education; Foreign-Countries; Mathematics-Education; Teaching-Methods
AB: Assesses the use of manipulative aids and how they are used in primary mathematics classrooms. (Author/CCM)
CH: SE
FI: EJ
DTC: 080; 142
UD: 200008 (CIJE)
Record 2 of 10 - The ERIC Database
AN: ED425077
CHN: SE061897
AU: McClung,-Lewis-W.
TI: A Study on the Use of Manipulatives and Their Effect on Student Achievement in a High School Algebra I Class.
PY: 1998
NT: Master of Arts Thesis, Salem-Teikyo University.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: https://orders.edrs.com/members/sp.cfm?AN=ED425077
DT: Dissertations-or-Theses-Masters-Theses (042)
CP: U.S.; West-Virginia
LA: English
PG: 50
DE: *Algebra-; *Manipulative-Materials; *Secondary-School-Mathematics
DE: Academic-Achievement; High-Schools; Instructional-Materials; Mathematics-Education; Teaching-Methods
AB: The purpose of this study was to evaluate the effects of manipulatives on student achievement in a high school Algebra I class. The study was conducted during the third nine weeks grading period in the spring of 1997 at a high school in Lewisburg, West Virginia. The study groups used in the study were two Algebra I classes. One class had an enrollment of 24 students and the other an enrollment of 25 students. The classes were composed of sophomores and juniors. The groups and instructional strategies used included: (1) Group A (Control Group)--students were taught using the traditional teaching method of lecture, homework, and in-class worksheets; and (2) Group B (Experimental Group)--students were taught using the traditional teaching method of lecture and homework but instead of in-class worksheets, students worked with the manipulative Algeblocks. Both groups were taught at the same rate and by the same method except for the use of the manipulative. A pretest was administered to each class at the beginning of the study and the results tested to be certain that the groups were homogeneous. The results were analyzed using a two-sample t-test and at the .05 level of significance, no significant difference was identified in the achievement levels of the two groups. A posttest identical to the pretest was given to both groups at the conclusion of the study in order to determine if the groups were homogeneous. The results of the posttest were also analyzed using two sample t-test. At the .05 level of significance there was a significant difference in the achievement levels of the two groups at the conclusion of the study. When comparing the mean scores of the posttest, it was discovered that the mean score of Group A was higher than that of Group B which would indicate that the students taught using the traditional method of lecture, homework, and in-class worksheets outperformed the students taught using the manipulatives. (Contains 42 references.) (Author/NB)
LV: 1
CH: SE
FI: ED
DTC: 042
UD: 199904 (RIE)
Record 3 of 10 - The ERIC Database
AN: ED422179
CHN: SE061743
AU: Garrity,-Cindy
TI: Does the Use of Hands-On Learning, with Manipulatives, Improve the Test Scores of Secondary Education Geometry Students?
PY: 1998
NT: Master's Program Action Research Project, St. Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: https://orders.edrs.com/members/sp.cfm?AN=ED422179
DT: Dissertations-or-Theses-Undetermined (040); Reports-Research (143)
CP: U.S.; Illinois
LA: English
PG: 64
DE: *Cooperative-Learning; *Experiential-Learning; *Geometry-; *Manipulative-Materials; *Secondary-School-Mathematics; *Visualization-
DE: Mathematics-Education; Secondary-Education
AB: This report describes a program for increasing adolescent visualization and understanding of geometry problems. The targeted population consisted of high school students in two geometry classes in a growing middle-class community. The inability of students to adequately visualize and understand geometry problems was documented through teacher-made tests and quizzes, student journals, and teacher journals. Analysis of probable cause data revealed poor performance on middle school geometry problems, lack of motivation to do the work, teacher observation of student inability to visualize the spatial situation, and parent comments substantiating the student stress level of not seeing the problem. After a review of the current geometry curriculum, it was discovered that an over-emphasis was placed on memorization and information giving, and there was a lack of hands-on instruction with the use of manipulatives to develop the visual skills. A review of solution strategies suggested by experts in the field of mathematics combined with an analysis of the problem setting resulted in these interventions. Materials that support visual focusing were created for hands-on use by students. An increase in student involvement and cooperative learning were used to foster understanding and thinking skills. Project results found that based on the presentation and analysis of the data on hands-on cooperative learning, students showed a more positive attitude towards math and a desire to work with partners or in cooperative groups. Students also indicated a preference for using hands-on learning and the use of manipulatives rather than using traditional learning methods. Test scores showed improved grades when students worked with a partner or in a group; however there was no marked difference in scores when students worked alone. Contains 19 references. (Author/NB)
LV: 1
CH: SE
FI: ED
DTC: 040; 143
UD: 199901 (RIE)
Record 4 of 10 - The ERIC Database
AN: ED420540
CHN: SE061586
AU: Howard,-Peter; Perry,-Bob; Lindsay,-Margaret
TI: Mathematics and Manipulatives: Views from the Secondary Schools.
PY: 1996
NT: Paper presented at the Annual Meeting of the Educational Research Association (Singapore, 1996). For related document, see SE 061 587.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: https://orders.edrs.com/members/sp.cfm?AN=ED420540
DT: Reports-Research (143); Speeches-or-Meeting-Papers (150)
CP: Australia; New-South-Wales
LA: English
PG: 11
DE: *Manipulative-Materials; *Teacher-Attitudes
DE: Foreign-Countries; Mathematics-Curriculum; Mathematics-Education; Mathematics-Teachers; Secondary-Education
AB: Manipulatives are being used more frequently in primary school mathematics teaching and learning. This paper calls for a continuing research program including the role and acceptance of manipulatives in secondary school mathematics classes. It also seeks to identify and justify current teacher usage of concrete materials (manipulatives) in secondary school mathematics teaching and learning in a sample taken from schools in Southwestern Sydney. Results provide baseline data concerning the demographics of secondary mathematics teachers and their use of manipulatives. It was concluded that the use of manipulatives in secondary mathematics classrooms is low when compared to that found in primary schools. Contains 26 references. (ASK)
LV: 1
CH: SE
FI: ED
DTC: 143; 150
UD: 199811 (RIE)
Record 5 of 10 - The ERIC Database
AN: EJ518797
CHN: SE555252
AU: Clements,-Douglas-H.; McMillen,-Sue
TI: Rethinking "Concrete" Manipulatives.
PY: 1996
SO: Teaching-Children-Mathematics; v2 n5 p270-79 Jan 1996
ISSN: 1073-5836
DT: Guides-Classroom-Teacher (052); Journal-Articles (080)
TA: Teachers; Practitioners
LA: English
DE: *Computer-Uses-in-Education; *Manipulative-Materials; *Mathematics-Instruction; *Mathematics-Materials
DE: Elementary-Education; Mathematics-Education
ID: *Representations-(Mathematics)
AB: Points out that the notion of "concrete" is relative and argues the advantages of, and recommendations for, using computer manipulatives. (MKR)
CH: SE
FI: EJ
DTC: 052; 080
UD: 199606 (CIJE)
Record 6 of 10 - The ERIC Database
AN: EJ480179
CHN: SE552291
AU: Bohan,-Harry-J.; Shawaker,-Peggy-Bohan
TI: Using Manipulatives Effectively: A Drive down Rounding Road.
PY: 1994
SO: Arithmetic-Teacher; v41 n5 p246-48 Jan 1994
ISSN: 0004-136X
DT: Guides-Classroom-Teacher (052); Journal-Articles (080)
TA: Teachers; Practitioners
LA: English
DE: *Concept-Formation; *Manipulative-Materials; *Mathematics-Instruction
DE: Cognitive-Development; Elementary-Education; Elementary-School-Mathematics; Mathematics-Education; Mathematics-Skills; Number-Concepts; Transfer-of-Training
ID: *Multi-Digit-Numbers; *Rounding-(Mathematics)
ID: Connections-(Mathematics)
AB: Presents the use of manipulatives in the three stages of concept learning called concrete, bridging, and symbolic. Examines the three stages in developing the concept of rounding two-digit numbers. (MDH)
CH: SE
FI: EJ
DTC: 052; 080
UD: 199407 (CIJE)
Record 7 of 10 - The ERIC Database
AN: EJ478310
CHN: SE552072
AU: Coes,-Loring
TI: Building Fractal Models with Manipulatives.
PY: 1993
SO: Mathematics-Teacher; v86 n8 p646-51 Nov 1993
ISSN: 0025-5769
DT: Guides-Classroom-Teacher (052); Journal-Articles (080)
TA: Teachers; Practitioners
LA: English
DE: *Geometric-Concepts; *Manipulative-Materials; *Mathematics-Instruction
DE: Cognitive-Development; Geometry-; Investigations-; Mathematical-Models; Mathematics-Education; Misconceptions-; Secondary-Education; Secondary-School-Mathematics; Solid-Geometry; Spatial-Ability
ID: *Fractals-; *Similarity-(Concept)
ID: Connections-(Mathematics); Iterative-Methods
AB: Uses manipulative materials to build and examine geometric models that simulate the self-similarity properties of fractals. Examples are discussed in two dimensions, three dimensions, and the fractal dimension. Discusses how models can be misleading. (Contains 10 references.) (MDH)
CH: SE
FI: EJ
DTC: 052; 080
UD: 199406 (CIJE)
Record 8 of 10 - The ERIC Database
AN: EJ464706
CHN: SE550970
AU: Ross,-Rita; Kurtz,-Ray
TI: Making Manipulatives Work: A Strategy for Success.
PY: 1993
SO: Arithmetic-Teacher; v40 n5 p254-57 Jan 1993
ISSN: 0004-136X
DT: Guides-Classroom-Teacher (052); Journal-Articles (080)
TA: Teachers; Practitioners
LA: English
DE: *Concept-Formation; *Instructional-Improvement; *Learning-Activities; *Manipulative-Materials; *Mathematics-Instruction; *Teaching-Methods
DE: Discussion-Teaching-Technique; Elementary-Education; Mathematics-Education
ID: *Representations-(Mathematics)
ID: Active-Learning; Writing-to-Learn
AB: Describes a lesson in which a game involving base-ten blocks is used to teach place value. Discusses four steps to promote successful lessons involving manipulative materials: (1) manipulative choice; (2) lesson preparation; (3) active student participation; and (4) process evaluation. (nine references) (MDH)
CH: SE
FI: EJ
DTC: 052; 080
UD: 199310 (CIJE)
Record 9 of 10 - The ERIC Database
AN: ED355107
CHN: SE053391
AU: Bryant,-Veronica-A.
TI: Improving Mathematics Achievement of At-Risk and Targeted Students in Grades 4-6 through the Use of Manipulatives.
PY: 1992
NT: Ed.D. Practicum, Nova University.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: https://orders.edrs.com/members/sp.cfm?AN=ED355107
DT: Dissertations-or-Theses-Practicum-Papers (043); Tests-or-Questionnaires (160)
CP: U.S.; Maryland
LA: English
PG: 67
DE: *Achievement-Gains; *High-Risk-Students; *Inservice-Teacher-Education; *Manipulative-Materials; *Mathematics-Achievement
DE: Academic-Achievement; Classroom-Techniques; Elementary-School-Students; Grade-4; Grade-5; Grade-6; Instructional-Improvement; Intermediate-Grades; Mathematics-Education; Mathematics-Instruction; Parent-Attitudes; School-Surveys; Teacher-Attitudes; Teacher-Workshops; Teaching-Methods
AB: This documents presents a practicum designed to improve mathematics achievement of at-risk and targeted students in grades 4-6 in an upper-middle class suburban community through the use of manipulatives. The primary goal was to provide mathematics manipulatives to teachers that would assist in helping at-risk and targeted students. A secondary goal was to offer teachers and parents other strategies to help the identified at-risk and targeted students. An inservice workshop was conducted to familiarize teachers with teacher-made mathematics manipulatives and strategies that would be used during an 8-month implementation period. Monthly memos, peer tutors, computers, bulletin boards, morning math activities, and parent and teacher surveys were also used. There were 5 behavioral objectives to be attained by at least half of the 65 at-risk and targeted students of the study at the end of the 8-month implementation of the practicum: (1) improvement on students' 1990-1991 and 1991-1992 Program of Studies (POS) scores; (2) improvement on their second and fourth quarter report card grades; (3) improvement on data collected from the end of year survey; (4) improvement in use of mathematics manipulatives; and (5) 4 out of 7 teachers would be able to use mathematics manipulatives to effectively help at-risk and targeted students in identified mathematics objectives. Comparisons of the POS scores and students' grades indicated an increase in test scores and letter grades. Parent surveys collected corroborated the success of the students' progress and use of manipulatives. The results from the teacher checklists and survey indicated frequent use of manipulatives and other strategies. Appendices include teacher and parent surveys, a list of teacher-made manipulatives, a teacher questionnaire, a quarterly data collection sheet, a strengths and weaknesses table, and a log of unexpected events. (MDH)
LV: 1
CH: SE
FI: ED
DTC: 043; 160
UD: 199307 (RIE)
Record 10 of 10 - The ERIC Database
AN: ED355097
CHN: SE053274
AU: Yeatts,-Karol
TI: Manipulatives: Motivating Mathematics.
CS: Dade Public Education Fund, Miami, FL.
PY: 1991
NT: Part of the Impact II Program.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: https://orders.edrs.com/members/sp.cfm?AN=ED355097
DT: Guides-Classroom-Teacher (052); Tests-or-Questionnaires (160)
CP: U.S.; Florida
TA: Teachers; Administrators; Practitioners
LA: English
PG: 25
DE: *Learning-Activities; *Manipulative-Materials; *Mathematics-Instruction; *Student-Motivation
DE: Elementary-Education; Elementary-School-Students; Elementary-School-Teachers; Instructional-Materials; Mathematics-Education; Media-Selection; Parent-Participation; Special-Libraries; Teaching-Methods
AB: This document is a catalogue designed to help motivate students by familiarizing teachers with use and selection of manipulative materials. The first section discusses what manipulative materials are, how to use manipulative materials in instruction, in what branches of mathematics manipulative can be used, what students benefit from manipulative use, physical and pedagogical criteria for manipulative selection, and the feasibility of commercial manipulatives. Subsequent sections include the following: (1) hints for using manipulatives, (2) suggested manipulative materials, (3) suggestions for setting up a mathematics manipulative lending library that discuss lending procedures and parental involvement in using the library, and (4) three activities for the K-2 level related to addition. (Contains seven references.) (MDH)
LV: 1
CH: SE
FI: ED
DTC: 052; 160