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dc.contributor.authorHubert, Heidi L.
dc.date.accessioned2014-10-02T17:57:03Z
dc.date.accessioned2020-06-22T14:29:49Z
dc.date.available2014-10-02T17:57:03Z
dc.date.available2020-06-22T14:29:49Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/500
dc.description.abstractOn task behavior, assessment scores and students participation levels were examined in this project. 20, 2nd grade students, 16 Female, 4 male, 18 of which were Caucasians, and 2 were African Americans students were used for this study. Response cards were used during mathematic lessons on time for 10 days, using an A – B - A – B system. An observation checklist, frequent assessments and a student survey was used to collect data. Overall, the students on task behaviors, assessment scores and students participation levels increased because they enjoyed using response cards and found them helpful.en_US
dc.language.isoen_USen_US
dc.subjectMathematics -- Study and teaching (Elementary).en_US
dc.subjectMathematical ability -- Testing.en_US
dc.subjectResponse cards.en_US
dc.titleResponse Cards.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:49Z
dc.description.institutionSUNY at Fredonia


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