Title

Effects of Peer Assisted Learning and Self Regulation Interventions on Mathematical Performance

Presenter Information

Mary C. Burns

Presentation Type

Poster

Abstract

Mathematical literacy, or numeracy, is an essential skill in today’s society. Numeracy allows individuals to develop problem solving skills, analyze information, and reason effectively. Unfortunately, many students struggle with mathematical concepts, especially relating to real world problems. During my time spent student teaching in a fourth grade classroom, I witnessed these difficulties specifically in the areas of understanding time and metric conversions. Both of these skills are crucial for basic mathematical literacy, growth, and everyday skills as an adult. The purpose of this study is to measure the effectiveness of peer assisted learning and self regulation interventions on mathematical performance in the areas of elapsed time and unit conversions. I began the study with a pretest of student understanding, identifying three students with little to no understanding of elapsed time and unit conversions. With these three students, I then modeled how to effectively collaborate with peers and use self regulation techniques. Over a four week period, students were provided time to work on elapsed time and conversion problems using the two intervention techniques. Students were provided with six different intervention times to collaborate with peers and use self regulation techniques. Students will be provided with a posttest (identical to pretest) to show growth in understanding, illustrating the effectiveness of these two intervention techniques. The results from this data could be used to better equip teachers with tools and interventions to address subject areas of difficulty in mathematics, and ideally move away from the use of sole direct instruction in the subject of mathematics.

Category

Social Sciences

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Apr 28th, 11:00 AM Apr 28th, 12:00 PM

Effects of Peer Assisted Learning and Self Regulation Interventions on Mathematical Performance

UC South Ballroom

Mathematical literacy, or numeracy, is an essential skill in today’s society. Numeracy allows individuals to develop problem solving skills, analyze information, and reason effectively. Unfortunately, many students struggle with mathematical concepts, especially relating to real world problems. During my time spent student teaching in a fourth grade classroom, I witnessed these difficulties specifically in the areas of understanding time and metric conversions. Both of these skills are crucial for basic mathematical literacy, growth, and everyday skills as an adult. The purpose of this study is to measure the effectiveness of peer assisted learning and self regulation interventions on mathematical performance in the areas of elapsed time and unit conversions. I began the study with a pretest of student understanding, identifying three students with little to no understanding of elapsed time and unit conversions. With these three students, I then modeled how to effectively collaborate with peers and use self regulation techniques. Over a four week period, students were provided time to work on elapsed time and conversion problems using the two intervention techniques. Students were provided with six different intervention times to collaborate with peers and use self regulation techniques. Students will be provided with a posttest (identical to pretest) to show growth in understanding, illustrating the effectiveness of these two intervention techniques. The results from this data could be used to better equip teachers with tools and interventions to address subject areas of difficulty in mathematics, and ideally move away from the use of sole direct instruction in the subject of mathematics.