Title of Oral/Poster Presentation

Variations in Second-Graders’ Number System Knowledge Outcomes

Class

Article

College

Emma Eccles Jones College of Education and Human Services

Faculty Mentor

Jessica Shumway

Presentation Type

Poster Presentation

Abstract

Number system knowledge plays an essential role in primary elementary students’ number sense development. Number system knowledge is the ability to relate quantities to their respective numeral representation, understand relations among those numbers, and use that knowledge to manipulate quantities through addition, subtraction, multiplication, and division (Geary, 2013). The purpose of this research is to investigate the variations in second-grade students’ number system knowledge through a pretest, posttest, and gain scores after participating in a 9-week instructional treatment. Our main research question is: What are the variations in students’ number system knowledge outcomes after they participate in the instructional treatment? In this study, there were 81 participants from 5 second-grade classrooms located in 2 public elementary schools and 1 charter school in the western U.S. We selected 2-3 students from each class based on low and high pretest scores for further in-depth analysis. The pretests and posttests assessed the students’ number system knowledge through reliable and valid measures (i.e., number sets, number line, and computational fluency tasks). The 9-week instructional treatment engaged students in number system knowledge tasks, called Quick Images, with pair-share and whole-class discussions about the quantities. We are currently completing posttest data collection. We will analyze the quantitative data using descriptive statistics, graphs, and correlations to understand the variations in students’ number system knowledge outcomes. Through this research we desire to improve and implement different teaching methods that will help students’ develop their number system knowledge.

Location

The South Atrium

Start Date

4-12-2018 3:00 PM

End Date

4-12-2018 4:15 PM

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Apr 12th, 3:00 PM Apr 12th, 4:15 PM

Variations in Second-Graders’ Number System Knowledge Outcomes

The South Atrium

Number system knowledge plays an essential role in primary elementary students’ number sense development. Number system knowledge is the ability to relate quantities to their respective numeral representation, understand relations among those numbers, and use that knowledge to manipulate quantities through addition, subtraction, multiplication, and division (Geary, 2013). The purpose of this research is to investigate the variations in second-grade students’ number system knowledge through a pretest, posttest, and gain scores after participating in a 9-week instructional treatment. Our main research question is: What are the variations in students’ number system knowledge outcomes after they participate in the instructional treatment? In this study, there were 81 participants from 5 second-grade classrooms located in 2 public elementary schools and 1 charter school in the western U.S. We selected 2-3 students from each class based on low and high pretest scores for further in-depth analysis. The pretests and posttests assessed the students’ number system knowledge through reliable and valid measures (i.e., number sets, number line, and computational fluency tasks). The 9-week instructional treatment engaged students in number system knowledge tasks, called Quick Images, with pair-share and whole-class discussions about the quantities. We are currently completing posttest data collection. We will analyze the quantitative data using descriptive statistics, graphs, and correlations to understand the variations in students’ number system knowledge outcomes. Through this research we desire to improve and implement different teaching methods that will help students’ develop their number system knowledge.