Date of Award
1992
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Bachelor of Education Honours
Faculty
Faculty of Education
First Supervisor
Alistair McIntosh
Abstract
This study Investigated the effect of Inquiry based mental mathematics compared to traditional mental mathematics, with respect to the performance and attitudes of a sample of year four children. Using a quasi-experimental non-equivalent control group design, and applying a t test for non-Independent samples, It was found that after an eight week period, the Inquiry based mental mathematics group achieved significantly higher scores on a mental mathematics test, and showed a more Improved attitude toward mental mathematics than the traditional group. Qualitative analyses of attempts to create calculations to make a given number, revealed that the Inquiry based group had a larger range of strategies to draw on, and could more successfully apply them. It was concluded that Inquiry based mental mathematics was more effective In achieving success with basic number facts, developing a range of thinking strategies to solve mental problems and In engendering a positive attitude toward mental mathematics.
Recommended Citation
Jurat, A. (1992). Inquiry Based Mental Mathematics Versus Traditional on the Performance and Attitudes of Year Four Children. Edith Cowan University. https://ro.ecu.edu.au/theses_hons/252