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Connecting Math Concepts
Transcript of Connecting Math Concepts
Concepts CMC Placement test
Students were given the A level and B level placement tests. Interim Assessment Mastery Test #1
The test included counting objects, identifying numbers, and rote counting Conclusion Students were unable to count to 12.
They are now counting up to
19 in the program.
Students are able to count on
from a given number under 20.
Students are counting two
groups of lines and finding the
sum of the groups. Post Assessment Mastery test two
The test included making lines, rote counting, counting on, and counting groups of lines References Al-Makahleh, A. (2011). The effect of direct instruction strategy on math achievement of primary 4th and 5th grade students with learning difficulties. International Education Studies, 4(4), 199-205. doi:10.5539/ies.v4n4p199
Brent, G., & DiObilda, N. (1993). Curriculum alignment versus direct instruction: Effects on stable and mobile urban children. Journal of Educational Research, 86(6), 333-338
Connor, H. (2011). (Dis)empowerment: The implementation of corrective mathematics in philadelphia empowerment schools. Penn GSE Perspectives On Urban Education, 9(1).
Clements, D., & Sarama, J. (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Crawford, D., & Snider, V. (2000). Effective mathematics instruction the importance of curriculum.
Education and Treatment of Children. 23(2), 122-142.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R. (2009).What works clearinghouse. Assisting students struggling with mathematics: response to intervention (RtI) for elementary and middle schools. NCEE 2009-4060. What Works Clearinghouse.
McKenzie, M. A., Marchand-Martella, N. E., Moore, M. E., & Martella, R. C. (2004). Teaching basic math skills to preschoolers using "Connecting Math Concepts Level K". Journal Of Direct Instruction, 4(1), 85-94
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. department of Education: Washington D.C.
Przychodzin, A. M., Marchand-Martella, N. E., Martella, R. C., & Azim, D. (2004). Direct instruction mathematics programs: An overview and research summary. Journal Of Direct Instruction, 4(1), 53-84.
Stockard, J. (2010). Improving elementary-level mathematics achievement in a large urban
district: The effects of direct instruction. Journal Of Direct Instruction, 10(1), 1-16.
Vreeland, M. Vail, J, Bradley, L., Buetow, C., Cipriano, K., Green, C., Henshaw, P., Huth, E.
(1994). Accelerating cognitive growth: The edison school math project. Effective School Practices, 13(2), 64-69. Pre-Assessment Will implementing a new math intervention called Connecting Math Concepts for three hours every week, increase counting strategies for 2nd grade students who are performing on a kindergarten math level? The Question What the Research Says CMC is a direct instruction math intervention.
Crawford and Snider (2000) compared the implementation of CMC to the use of a basal text. The results showed that students who participated in the CMC program scored 18 points higher on multiplication facts tests than students in the basal program.
A study done by Stockard (2010) said that math students participating in CMC increased their math scores by 134%. Ali Konstantas