The Effects of Teaching Mnemonic Devices to Improve Student Recall of Basic Math Facts
Author : Chantay Canteen
Publisher :
Page : 60 pages
File Size : 30,65 MB
Release : 1997
Category : Education
ISBN :
Author : Chantay Canteen
Publisher :
Page : 60 pages
File Size : 30,65 MB
Release : 1997
Category : Education
ISBN :
Author : Jennifer Bay-Williams
Publisher : ASCD
Page : 206 pages
File Size : 20,32 MB
Release : 2019-01-14
Category : Education
ISBN : 1416627227
This approach to teaching basic math facts, grounded in years of research, will transform students' learning of basic facts and help them become more confident, adept, and successful at math. Mastering the basic facts for addition, subtraction, multiplication, and division is an essential goal for all students. Most educators also agree that success at higher levels of math hinges on this fundamental skill. But what's the best way to get there? Are flash cards, drills, and timed tests the answer? If so, then why do students go into the upper elementary grades (and beyond) still counting on their fingers or experiencing math anxiety? What does research say about teaching basic math facts so they will stick? In Math Fact Fluency, experts Jennifer Bay-Williams and Gina Kling provide the answers to these questions—and so much more. This book offers everything a teacher needs to teach, assess, and communicate with parents about basic math fact instruction, including The five fundamentals of fact fluency, which provide a research-based framework for effective instruction in the basic facts. Strategies students can use to find facts that are not yet committed to memory. More than 40 easy-to-make, easy-to-use games that provide engaging fact practice. More than 20 assessment tools that provide useful data on fact fluency and mastery. Suggestions and strategies for collaborating with families to help their children master the basic math facts. Math Fact Fluency is an indispensable guide for any educator who needs to teach basic math facts.
Author : Logan James Eubanks
Publisher :
Page : pages
File Size : 49,17 MB
Release : 2013
Category :
ISBN :
The intent of this project is to replicate a specific instructional method used in Wood et al.0́9s study focusing on the use of the pegword mnemonic strategy paired with stories and illustrations for 15 targeted multiplication facts remaining after mastering math facts in the zeros, ones, twos, fives, or nines groups. Three questions will be asked during this project on the effects of mnemonic instruction using pegword strategies on the percentage of multiplication facts answered correctly by third, fourth, and fifth grade students with learning disabilities? 1) Does pegword instruction paired with stories and illustrations result in immediate improvement for the specific multiplication facts taught? 2) Are students0́9 performances on previously taught multiplication facts maintained as new multiplication facts are introduced? 3) Do students maintain accuracy on 2 and 4 week follow-up tests?
Author : LeAnn Nickelsen
Publisher : Teaching Resources
Page : 80 pages
File Size : 24,62 MB
Release : 2004-07-01
Category : Education
ISBN : 9780439215602
Help your students review content areas with fun and easy activities. Draw cartoons to help remember vocaulary words, toss dice to review math skils, amd more. Includes the latest brain research, plus study secrets.
Author : Cheryl Irish
Publisher :
Page : 512 pages
File Size : 26,35 MB
Release : 2001
Category : Mathematics
ISBN :
Treatment effects was demonstrated by maintenance and follow-up measurements (two weeks and one month respectively) after intervention. The results of this study support other research on the effectiveness of mnemonic strategies to increase students' ability to acquire, retain, and retrieve information. It also supported the usefulness of technology to deliver strategy instruction to students with learning and cognitive disabilities. The study, however, did not result in increased fluency as measured by duration of time on task. Theoretical implications of the present study focused on the robustness of mnemonics strategies and computer-assisted instruction with supplemental classroom review. Practically, the study reflects the benefits of mnemonics instruction in math and the effectiveness of computer-assisted instruction. Future research recommendations include using the software program with students with other mild disabilities, including visual impairment; assessing generalization of the strategy to regular classroom contexts and to other math content; evaluating the program's effectiveness as a supplement in regular education; and studying the viability of the software program as a stand-alone project without regular class review.
Author : Mark A. McDaniel
Publisher : Springer Science & Business Media
Page : 478 pages
File Size : 43,25 MB
Release : 2012-12-06
Category : Psychology
ISBN : 1461246768
Scientific work on mnemonics and imagery conducted in the 1960s and early 1970s was directed at testing enthusiastic claims of the efficacy of memory tech niques developed by the ancient Greeks and further refined in the popular litera ture by "professional" mnemonists. The early research on imagery and mnemonics confirmed many of these claims and also illuminated the limitations of some techniques (e. g. , bizarre imagery). As such, these seminal studies clearly were valuable in providing a solid data base and, perhaps as important, making imagery and mnemonics acceptable research areas for experimental psycholo gists and educators. After this initial surge of work, however, it seemed that sub sequent contributions met with the attitude that "mnemonic techniques and imagery help memory, what else is new?" This attitude was not completely justi fied, however, given the theoretical insights from the work of such imagery and mnemonics pioneers as Gorden Bower, Allan Paivio, and William Rohwer. In the 1980s this claim is completely unjustified. Research on mnemonics and imagery has grown in exciting ways. Researchers are tapping the area's theoretical potential, both in terms of extending basic memory theories to account for the robust effects produced by mnemonic techniques and in terms of using explanations of mnemonic effects to understand basic memory processes. Individual differences in the use of imagery and mnemonic encoding activities are also being explored. This research has provided valuable information for basic memory theories (e. g.
Author : Gretchen Lawler
Publisher :
Page : 118 pages
File Size : 48,14 MB
Release : 2009
Category : Language arts
ISBN :
The purpose of this study was to determine the effect of using the Fluency and Automaticity through Systematic Teaching with Technology (FASTT Math) computer program on student ability to retrieve math facts from memory in a grade 3 classroom. This study utilized a quasi-experimental group pretest/posttest design. This treatment took place for a 9 week period. Subjects participated in the FASTT math program for 20 minutes daily. Subjects were given daily instruction on their non-automatized facts, while continuing practice and review on facts being recalled from memory. The CRCSD Single-digit Hand assessment, the Fuchs and Fuchs Addition Facts Timed Test, and the Initial Fast Facts Placement test were given as pretests to establish baseline scores. These assessments were also given as posttests to determine the outcome of the treatment. Results showed an increase in subject fact retrieval, and fact fluency for all subjects in the treatment. The results indicate the FASTT math program had a positive effect on student ability to retrieve math facts from memory.
Author : Margo A. Mastropieri
Publisher :
Page : 148 pages
File Size : 48,6 MB
Release : 1991
Category : Education
ISBN :
Instuctions in mnemonics (techniques for improving and strengthening memory.
Author : Marilee Sprenger
Publisher : ASCD
Page : 231 pages
File Size : 38,92 MB
Release : 2018-02-08
Category : Education
ISBN : 1416626247
Memory is inextricable from learning; there's little sense in teaching students something new if they can't recall it later. Ensuring that the knowledge teachers impart is appropriately stored in the brain and easily retrieved when necessary is a vital component of instruction. In How to Teach So Students Remember, author Marilee Sprenger provides you with a proven, research-based, easy-to-follow framework for doing just that. This second edition of Sprenger's celebrated book, updated to include recent research and developments in the fields of memory and teaching, offers seven concrete, actionable steps to help students use what they've learned when they need it. Step by step, you will discover how to actively engage your students with new learning; teach students to reflect on new knowledge in a meaningful way; train students to recode new concepts in their own words to clarify understanding; use feedback to ensure that relevant information is binding to necessary neural pathways; incorporate multiple rehearsal strategies to secure new knowledge in both working and long-term memory; design lesson reviews that help students retain information beyond the test; and align instruction, review, and assessment to help students more easily retrieve information. The practical strategies and suggestions in this book, carefully followed and appropriately differentiated, will revolutionize the way you teach and immeasurably improve student achievement. Remember: By consciously crafting lessons for maximum "stickiness," we can equip all students to remember what's important when it matters.
Author : Richard T. Boon
Publisher : Brookes Publishing Company
Page : 0 pages
File Size : 23,36 MB
Release : 2013
Category : Education
ISBN : 9781598572209
Help improve adolescents' comprehension skills across content areas with this practical textbook, developed for teachers of students in Grades 6-12 with and without disabilities.