Table 3.1 Data Shell Question Literature Sources Type: Method, Data, Validity How are these data analyzed? Rationale Did the International Singapore Math approach positively affect grade math student achievement? Ginsburg, A., Leinwand, S., Anstrom, T., & Pollock, E., (2005) Hammond, L., (2010) Tsuneyoshi, R., (2005) Method: Assessment CRCT Data: Interval Type of Validity: Content Quantitative: Pre and post tests using dependent Effect Size r Quantitative: Determine if there are significant differences How do learners feel about the International Singapore Math approach? Ginsburg, A., Leinwand, S., Anstrom, T., & Pollock, E., (2005) Hammond, L., (2010) Schmoker, M., (1999) Method: Survey Data: Nominal Type of Validity: Construct Quantitative: Chi square test Cronbach’s alpha Quantitative: Determine if are significant differences How well did the International Singapore Math change process work in relation to fifth grade math achievement? Elbousty, Y., & K., (2010) Ginsburg, A., Leinwand, S., Anstrom, T., & Pollock, E., (2005) Schmoker, M., (1999) Method: Interview Reflective Journal Data: Qualitative Type of Validity: Nominal Qualitative: for themes Qualitative: Look for categorical and repeating data I used Singapore math methods with my experimental group to teach measurement as required by the Georgia State Performance Standards over a two week period. Implementing Singapore math methods involved students solving problems, thinking deeply, sharing ideas, and learning from one another. Student conceptual, procedural, and factual understandings wereacquired through problem solving and carefully structured practice. As a result, students learned how to think deeply and appreciate mathematics. The following are the Singapore math strategies that were used for the pilot study: tests.
students enjoyed using manipulatives. Additionally, the students liked that greater and longer use of time was spent on mastering the concepts of measurement. The following are responses from my principal when I interviewed her. In response to the question the observation of the implementation of the Singapore math methods in regards to instruction and student learning, the principal stated, “I saw numerous use of manipulatives and the implementation of writing in mathematics. Even though there was not a significant difference in the students’ measurement scores, I was very happy to see the improvement in the overall math CRCT scores.” In response to the question about would these methods be beneficial in other grade levels, the principal stated, “I think the methods of using manipulatives, writing, spiraling and reviewing would be very beneficial in other grade levels.” In response to the question were there any negatives during the implementation of the Singapore math methods, the principal stated, “I saw no negatives. However, I wish our curriculum was designed to allow more time to be spent on a topic, especially those topics of recurring difficulty through the grade levels.” In response to the question about the change process, the principal stated, “If we were to integrate some of these methods into other grade levels, I think others would feel positive about this change process as long as these methods were delivered in a beneficial, understanding lesson.” The results of all quantitative data were determined through a dependent t-test and a chi square test. The results of these two tests were shown in table format for the ease of the reader and to display the findings of significance. The results from the quantitative data were coded for themes. In Chapter 5, the results of these findings will be analyzed and discussed in detail. There will also be implications and recommendations for future research in the Singapore Math Method.