Developmental versus academic mathematics education: Effects on problem-solving performance and attitudes toward mathematics in kindergarten children.

摘要

This study investigated the effects of the Mathematics Their Way program on the problem-solving performance and attitudes toward mathematics of kindergarten children (Baratta-Lorton, 1976). The purpose of the study was to determine whether a developmentally appropriate, activity-centered mathematics curriculum in kindergarten improved problem-solving skills and attitudes toward mathematics when compared to a traditional mathematics curriculum emphasizing pencil-and-paper tasks.;Eight kindergarten classes in three Tennessee counties participated in the study. The classes were matched according to varying socioeconomic levels, with four classes utilizing the Mathematics Their Way curriculum and four employing the traditional workbook curriculum. Problem-solving skills and attitudes toward mathematics were assessed in October and in March of the school year.;Three quantitiative tools were used to test the effects of the Mathematics Their Way program. These measures consisted of a set of problem-solving tasks, a pictorial attitude scale, and available mathematics achievement test results. Qualitative methods used to support and clarify quantitative data were classroom observation field notes and teacher interviews.;Statistical methods used to analyze data were the analysis of covariance (ANCOVA) and the analysis of variance (ANOVA). A 2 x 2 x 4 design employed the factors of curriculum approach, gender, and socioeconomic status (SES). Results demonstrated that children in the Mathematics Their Way program were more successful problem solvers, depending upon socioeconomic level. There were no significant differences in attitudes toward mathematics regardless of curriculum approach. Available achievement test results indicated that low SES children in the Mathematics Their Way program scored as well as high SES students in the traditional mathematics program and outscored low SES children in the traditional mathematics program. Qualitative data confirmed curriculum fidelity and an emphasis on active learning, use of manipulatives, and student-student interactions in Mathematics Their Way classrooms.;Reference. Baratta-Lorton, M. (1976). Mathematics their way. Menlo Park, CA: Addison-Wesley.