Publication Date
12-2014
Document Type
Thesis
Degree
Master of Arts in Education (MA)
MA Concentration
Teaching and Learning
Keywords
Differentiating instruction, lattice method of multiplication, supplemental intervention, constructivism, scaffolding, math and low performing students
Advisors
Roger D. Pence, Pamela A. Redmond, Jim O'Connor
Abstract
The purpose of this study was to examine the effect of differentiating instruction to teach multiplication of two multi-digit numbers by introducing a secondary strategy called, the lattice method of multiplication, to students who were at risk for failure in learning how to multiply two multi-digit numbers using regular long multiplication algorithm. By providing the students with a different strategy to learn content; process, solve, or make sense of ideas, allowed all students within the classroom to learn effectively, regardless of differences in ability. The specific participants selected for the study were students who showed evidence of not learning regular long multiplication algorithm to solve double-digit numbers during the general classroom-based mathematics instruction in a fourth grade classroom of 31 students. The six participants consisted of three male & three female ranging from the ages of 8-10, all of the same fourth grade class in a Northern California elementary school. The lattice method, was taught as a form of intervention by a support teacher to the six students, during their regular math period. The instructional strategy had positive effects in problem solving abilities in low performing 4th grade students who had not succeeded in learning how to multiply two multi-digit numbers using regular long multiplication method.
Recommended Citation
Sandhu, S. (2014). Differentiating Double Digit Multiplication Math Instruction by Intervening with a Secondary Strategy: The Lattice Method. Retrieved from https://touroscholar.touro.edu/tucgsoe/64
Poster
