2. EFFECTS OF A MULTI-SENSORY APPROACH ON GRADE 1 MATHEMATICS ACHIEVEMENT A Research Study by Joanne M. Bedard

3. Problem Math is an abstract concept for young children. What can we do to help them understand it according to their own learning preference style?

4. Recent literature states: Using representation leads to organized thinking Students who use manipulatives increase their performance and attitude in mathematics Knowledge is constructed from the student’s actions on the manipulatives, not the manipulatives themselves Teachers need to include at least three (3) basic learning modalities (auditory, visual, and tactile) in each teaching presentation to meet the needs of most students

5. Hypothesis First grade students taught addition through a multi-sensory approach will show higher mathematical achievement than those who are not taught through a multi-sensory approach.

6. Pretest-Posttest Design Control group consisted of 52 subjects (n=52) taught addition using a traditional approach for one week. Treatment group consisted of 58 subjects (n=58) taught addition using the TouchMath approach for one week.

7. 3 + 1 9 + 1 3 + 2 5 + 1 4 + 4 5 + 3 6 + 3 2 + 1 3 + 7 1 + 3 2 + 2 3 + 5 1 + 9 2 + 8 1 + 1 4 + 0 1 + 6 4 + 1 1 + 2 8 + 2 4 + 5 6 + 4 3 + 3 4 + 3 1 + 4 5 + 5 2 + 5 1 + 5 2 + 6 4 + 2 2 + 3 3 + 4 2 + 4 0 + 2 4 + 6 7 + 3 1 + 8 7 + 2 8 + 1 0 + 7 3 + 6 6 + 2 1 + 7 5 + 4 0 + 5 6 + 1 5 + 2 2 + 7 7 + 1 Pretest

8. TouchMath Touchpoint Placement

9. Classroom Touchpoint Poster

10. Addition Statement I touch the largest number, say its name, and continue counting. 7 + 3 10

11. 7 + 3 4 + 2 6 + 3 5 + 5 3 + 5 4 + 3 1 + 1 1 + 8 3 + 1 2 + 3 2 + 1 2 + 5 1 + 9 1 + 4 4 + 0 7 + 2 9 + 1 3 + 4 3 + 7 1 + 5 2 + 8 1 + 7 1 + 6 8 + 1 3 + 2 2 + 4 1 + 3 2 + 6 4 + 5 5 + 4 4 + 1 0 + 7 5 + 1 0 + 2 2 + 2 5 + 2 6 + 4 0 + 5 1 + 2 3 + 6 4 + 4 4 + 6 7 + 1 2 + 7 3 + 3 6 + 1 8 + 2 6 + 2 5 + 3 Posttest

12. Control Group Mean Comparison +8.8 +5.9 +3.0

13. Treatment Group Mean Comparison +9.9 +12.5 +10.0

14. 34.5 40.5 32.6 43.2 Control Posttest Control Pretest Treatment Pretest Treatment Posttest Mean Score Comparisons

15. Difference Between the Means ControlTreatment Difference between the means 5.9210.63

16. t-Test Comparisons Groupst-test statisticLevel of significance Control0.0721No significant difference Treatment0.0084Significant difference

17. Hypothesis – Proven First grade students taught addition through a multi-sensory approach showed higher mathematical achievement than those who were not taught through a multi-sensory approach.

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