Effect of a cognitive neurodevelopmental program on learnings of number and operations for elementary students.

摘要

This quasi-experimental, nonequivalent control group quantitative study examined the effect of the application of cognitive neurodevelopmental principles on end of third grade student achievement in the area of number and operations in mathematics. A number of children do not have a comfortable sense of numeration at the end of third grade, which may keep them from advancing with their classmates in subsequent lessons and result in low student achievement in mathematics that has implications for success with mathematics (Siegler (1988). The Stanford Diagnostic Mathematics Test, Fourth Edition was used to measure the efficacy of a cognitive neurodevelopmental approach to instruction on student achievement in the area of number and operations in mathematics. Data analysis used a t-statistic computed for the relative values from the control and treatment groups, and paired sample t-test comparisons conducted on the means of the pretests and posttests of the control and treatment groups, with values between +/-1. The findings indicated that the cognitive neurodevelopmental approach to math instruction was significant as it had a positive effect on student achievement in math. Recommendations include repetition of the study with a larger sample, longitudinal studies of participating students' progress in mathematics, and collaboration among school districts in support of research implementation. Implications for social change involve the teaching and learning of mathematics, as the application of cognitive neurodevelopmental principles to mathematics could result in changes in instructional design, professional practice, and teacher preparation programs in mathematics.