# EFFECTS OF A MULTI-SENSORY APPROACH ON GRADE 1 MATHEMATICS ACHIEVEMENT - PowerPoint PPT Presentation

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EFFECTS OF A MULTI-SENSORY APPROACH ON GRADE 1 MATHEMATICS ACHIEVEMENT. A Research Study by Joanne M. Bedard. Problem. Math is an abstract concept for young children. What can we do to help them understand it according to their own learning preference style?. Recent literature states:

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EFFECTS OF A MULTI-SENSORY APPROACH ON GRADE 1 MATHEMATICS ACHIEVEMENT

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## EFFECTS OF A MULTI-SENSORY APPROACH ON GRADE 1 MATHEMATICS ACHIEVEMENT

A Research Study

by

Joanne M. Bedard

### Problem

Math is an abstract concept for young children. What can we do to help them understand it according to their own learning preference style?

Recent literature states:

• Using representation leads to organized thinking

• Students who use manipulatives increase their performance and attitude in mathematics

• Knowledge is constructed from the student’s actions on the manipulatives, not the manipulatives themselves

• Teachers need to include at least three (3) basic learning modalities (auditory, visual, and tactile) in each teaching presentation to meet the needs of most students

## Hypothesis

First grade students taught addition through a multi-sensory approach will show higher mathematical achievement than those who are not taught through a multi-sensory approach.

### Pretest-Posttest Design

• Control group consisted of 52 subjects (n=52) taught addition using a traditional approach for one week.

• Treatment group consisted of 58 subjects

(n=58) taught addition using the TouchMath approach for one week.

3

+ 1

9

+ 1

3

+ 2

5

+ 1

4

+ 4

5

+ 3

6

+ 3

2

+ 1

3

+ 7

1

+ 3

2

+ 2

3

+ 5

1

+ 9

2

+ 8

1

+ 1

4

+ 0

1

+ 6

4

+ 1

1

+ 2

8

+ 2

4

+ 5

6

+ 4

3

+ 3

4

+ 3

1

+ 4

5

+ 5

2

+ 5

1

+ 5

2

+ 6

4

+ 2

2

+ 3

3

+ 4

2

+ 4

0

+ 2

4

+ 6

7

+ 3

1

+ 8

7

+ 2

8

+ 1

0

+ 7

3

+ 6

6

+ 2

1

+ 7

5

+ 4

0

+ 5

6

+ 1

5

+ 2

2

+ 7

7

+ 1

Pretest

### TouchMath Touchpoint Placement

Classroom

Touchpoint

Poster

7+ 3 10

I touch the largest number,

say its name,

and continue counting.

7

+ 3

4

+ 2

6

+ 3

5

+ 5

3

+ 5

4

+ 3

1

+ 1

1

+ 8

3

+ 1

2

+ 3

2

+ 1

2

+ 5

1

+ 9

1

+ 4

4

+ 0

7

+ 2

9

+ 1

3

+ 4

3

+ 7

1

+ 5

2

+ 8

1

+ 7

1

+ 6

8

+ 1

3

+ 2

2

+ 4

1

+ 3

2

+ 6

4

+ 5

5

+ 4

4

+ 1

0

+ 7

5

+ 1

0

+ 2

2

+ 2

5

+ 2

6

+ 4

0

+ 5

1

+ 2

3

+ 6

4

+ 4

4

+ 6

7

+ 1

2

+ 7

3

+ 3

6

+ 1

8

+ 2

6

+ 2

5

+ 3

Posttest

+8.8

+3.0

+5.9

### Treatment Group Mean Comparison

+12.5

+10.0

+9.9

Mean Score Comparisons

40.5

43.2

34.5

32.6

Control Pretest

Control Posttest

Treatment Pretest

Treatment Posttest

Control

Treatment

Difference between the means

5.92

10.63

Difference Between the Means

Groups

t-test statistic

Level of significance

Control

0.0721

No significant difference

Treatment

0.0084

Significant difference

t-Test Comparisons

Hypothesis – Proven

First grade students taught addition through a multi-sensory approach showed higher mathematical achievement than those who were not taught through a multi-sensory approach.