Effects of Integrating Multimedia into the Third Grade Mathematics Curriculum to Improve Student Learning

Autor/in	Liu, Yuliang
Titel	Effects of Integrating Multimedia into the Third Grade Mathematics Curriculum to Improve Student Learning
Quelle	In: Journal of Educational Technology Systems, 40 (2012) 3, S.251-271 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
Schlagwörter	Mathematics Education; Low Income Groups; Pretests Posttests; Geometric Concepts; Grade 3; Mathematics Instruction; Multiplication; Curriculum Implementation; International Education; Elementary School Mathematics; Educational Experiments; Learning Theories; Models; Logical Thinking; African American Students; Academic Standards; Instructional Design; Educational Technology; Computer Assisted Instruction; Student Surveys; Student Attitudes; Teacher Attitudes; Instructional Effectiveness; Multimedia Instruction; Statistical Analysis; Qualitative Research; Teacher Surveys; Illinois + Suchen Sie Ihr Suchwort? Mathematische Bildung; Elementare Geometrie; School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Multiplikation; Internationale Erziehung; Elementare Mathematik; Schulmathematik; Schulversuch; Learning theory; Lerntheorie; Analogiemodell; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Schülerbefragung; Schülerverhalten; Lehrerverhalten; Unterrichtserfolg; Multimediales Lernen; Statistische Analyse; Qualitative Forschung
Abstract	This project was designed to test Mayer's multimedia theory in an elementary school to improve students' mathematics learning for low-income children. The study designed and developed two multimedia mathematics experiments in 3rd grade: 9's multiplication experiment and geometric solids experiment. The two experimental lessons were implemented in two 3rd grade classes of low-income children in the United States in January and May 2010, respectively. A one-group pretest-posttest design was used to collect quantitative and qualitative data in both experiments. Both experiments found that the participating teacher and students scored very high respectively; the participating students were very attentive to multimedia mathematics instruction; and the participating students scored significantly higher in mathematics quizzes at posttest at the end of the implementation than at pretest prior to the implementation. The project has theoretical and practical implications for international kindergarten through high school education. (Contains 1 figure and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10