Browsing SUNY at Fredonia by Subject "Mathematics -- Study and teaching (Elementary) -- Activity programs."
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Increasing homework completion and accuracy among mathematics students using the Jars Game.Homework is a teaching strategy used in mathematics to promote student mastery of new material through practice. In addition, homework completion and accuracy has a positive effect on academic achievement (Madaus, Kehle, Madaus, & Bray, 2003). Unfortunately, the literature also suggests that many students fail to complete homework and many others fail to do so at appropriate levels of success. As such, classroom teachers are in need of effective, efficient, and socially acceptable interventions that can improve the homework-related performance of all their students. The present study examined the effects of the jars intervention, a combination of interdependent and dependent group contingencies with randomized behaviors, criteria, and rewards, on the homework completion and accuracy of an 8th grade math class. The jars game produced immediately and educationally important improvements in all students’ completion and accuracy rates and replicated these effects across subsequent experimental phases. Teachers and pupils rated intervention goals, procedures, and outcomes quite favorably. Implications for future research and practice are discussed.
Teacher led exercise and its effect on student engagement.This study’s aim was to identify whether or not teacher led exercise at the beginning of the school day had an effect on second grade students’ ability to be engaged during morning math lessons. The participants were second grade students from a rural elementary school in western New York. The study was comprised of an ABAB design and data was collected using observations and checklists. Comparisons were made between student engagement on days following exercise to engagement on days with exercise. Results were investigated based on the entire group, student gender, student education classification, and both gender and educational classification together. Results indicated that within those groups, the exercise increased student ability to remain engaged and on task throughout math lessons.