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dc.contributor.advisorMcDowell, Kimberly D.en_US
dc.contributor.authorHarris, Callie
dc.date.accessioned2009-06-29T12:05:03Z
dc.date.available2009-06-29T12:05:03Z
dc.date.copyright2008en
dc.date.issued2008-05
dc.identifier.othert08019
dc.identifier.urihttp://hdl.handle.net/10057/2047
dc.descriptionThesis [M.Ed.] - Wichita State University, College of Education, Dept. of Curriculum and Instructionen
dc.description.abstractIn a second grade classroom in an urban school district in the Midwest, there was a lack of number sense in the students’ mathematics skills. District common assessments were given quarterly and each quarter the standard of number sense was low. Two points of view about teaching children mathematics were found in the research to solve the problem: (1) to teach math the way it has always been taught, or (2) a need for number sense instruction. This research project focused on the implementation of teaching number sense thirty minutes a day, four days a week for eight weeks. Madelyn Hunter’s model of direct instruction was used to teach number sense strategies. Results indicated that the post test gains in computational fluency can be predicted by the post test scores in number sense.en
dc.format.extentvii, 33 leaves, ill.en
dc.format.extent498763 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.publisherWichita State Universityen
dc.subject.lcshElectronic dissertationsen
dc.titleThe impact on computational fluency through instruction in number senseen
dc.typeThesisen


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