Table 3.1 Data Shell Literature Type: How are these Rationale Question Sources Method, data analyzed? Data, Validity Did the Ginsburg, A., Method: Quantitative: Quantitative: International Leinwand, S., Determine if Assessment Pre and post Singapore Math Anstrom, T., & there are CRCT tests using approach Pollock, E., significant dependent positively affect (2005) Data: differences tests. grade math Hammond, L., Interval Effect Size r student (2010) achievement? Tsuneyoshi, R., Type of (2005) Validity: Content How do learners Ginsburg, A., Method: Quantitative: Quantitative: feel about the Leinwand, S., Determine if Survey Chi square test International Anstrom, T., & are significant Singapore Math Pollock, E., Data: differences Cronbach’s approach? (2005) Nominal alpha Hammond, L., (2010) Type of Schmoker, M., Validity: (1999) Construct How well did the Elbousty, Y., & Method: Qualitative: Qualitative: International K., (2010) Look for Interview for themes Singapore Math Ginsburg, A., categorical and Reflective change process Leinwand, S., repeating data Journal work in relation Anstrom, T., & Data: to fifth grade Pollock, E., Qualitative math (2005) achievement? Schmoker, M., Type of (1999) Validity: Nominal I used Singapore math methods with my experimental group to teach measurement as required by the Georgia State Performance Standards over a two week period. Implementing Singapore math methods involved students solving problems, thinking deeply, sharing ideas, and learning from one another. Student conceptual, procedural, and factual understandings wereacquired through problem solving and carefully structured practice. As a result, students learned how to think deeply and appreciate mathematics. The following are the Singapore math strategies that were used for the pilot study:
Table 3.1 Data Shell Question Literature Sources Type: Method, Data, Validity How are these data analyzed? Rationale Did the International Singapore Math approach positively affect grade math student achievement? Ginsburg, A., Leinwand, S., Anstrom, T., & Pollock, E., (2005) Hammond, L., (2010) Tsuneyoshi, R., (2005) Method: Assessment CRCT Data: Interval Type of Validity: Content Quantitative: Pre and post tests using dependent Effect Size r Quantitative: Determine if there are significant differences How do learners feel about the International Singapore Math approach? Ginsburg, A., Leinwand, S., Anstrom, T., & Pollock, E., (2005) Hammond, L., (2010) Schmoker, M., (1999) Method: Survey Data: Nominal Type of Validity: Construct Quantitative: Chi square test Cronbach’s alpha Quantitative: Determine if are significant differences How well did the International Singapore Math change process work in relation to fifth grade math achievement? Elbousty, Y., & K., (2010) Ginsburg, A., Leinwand, S., Anstrom, T., & Pollock, E., (2005) Schmoker, M., (1999) Method: Interview Reflective Journal Data: Qualitative Type of Validity: Nominal Qualitative: for themes Qualitative: Look for categorical and repeating data I used Singapore math methods with my experimental group to teach measurement as required by the Georgia State Performance Standards over a two week period. Implementing Singapore math methods involved students solving problems, thinking deeply, sharing ideas, and learning from one another. Student conceptual, procedural, and factual understandings wereacquired through problem solving and carefully structured practice. As a result, students learned how to think deeply and appreciate mathematics. The following are the Singapore math strategies that were used for the pilot study: tests.
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