A comparison of hands-on and traditional approaches for teaching eighth grade pre-algebra

The purpose of this study was to determine if a hands-on approach to teaching mathematics improved student achievement and student attitudes toward mathematics more than a traditional approach. The study utilized a pretest-posttest nonequivalent control group design, with subjects selected from six intact classes of eighth grade pre-algebra students at two school sites within the same school district in western Pennsylvania. One school site included teachers who had attended a professional development workshop called HOME PLaTe ( Hands-On Mathematics Education for Pennsylvania Learning and Teaching) and incorporated hands-on instructional methods to teach eighth grade pre-algebra during the 2005-2006 school year. The other school site included an eighth grade pre-algebra teacher who did not attend HOME PLaTe and utilized traditional instructional methods.; Classroom observations indicated that different instructional strategies were used at the two school sites: teachers who attended HOME PLaTe utilized more hands-on activities, incorporated more manipulative materials, and allowed for a greater variety of student interactions than the teacher who did not attend HOME PLaTe.; In terms of academic achievement, there was no significant difference in student scores on the mathematics section of the eighth grade Pennsylvania System of School Assessment (PSSA) exam, taken at the end of the school year. However, a greater percentage of students from School T (which utilized traditional instructional methods) were classified at the lowest level, below basic, compared to students from School H (which utilized hands-on instructional strategies).; In terms of attitudes toward mathematics, there was not a significant difference in overall student attitudes between the two school sites at the end of the school year as measured by the Attitudes Towards Mathematics Inventory (Tapia, 1996). However, several individual ATMI statements indicated a significant change from the pretest to the posttest ATMI surveys. The hands-on instructional strategies were associated with students attributing more positive values to mathematics, while the traditional instructional methods were associated with a negative influence on student self-confidence in mathematics.