Traditional vs. activity-centered kindergarten and first-grade mathematics instruction: The effect on arithmetic and problem-solving abilities of first-graders

The purpose of this research study was to determine the differences in overall arithmetic skill and verbal problem-solving ability between first grade children who had been taught for two years by either a rote drill and practice (traditional) or an activity-centered (manipulative) approach. The A-Beka mathematics curriculum was used as the traditional model, and Mathematics Their Way (MTW) was the activity-centered model.; The sample group for this study was 106 students on the achievement measure, Iowa Test of Basic Skills (ITBS), and 52 students on the individual problem-solving interview. First grade students who had been taught for two years by the chosen model were drawn out of eight first grade classrooms (four representing each teaching approach). The classrooms were matched according to demographic characteristics.; The t-test analysis of the scores on the ITBS showed a significant difference (p {dollar}leq{dollar}.05) favoring the traditional approach on the computation subtest and the total math (composite) test. There was no difference on the measures of concepts and problems (verbal story problems).; The t-test analysis of scores on the individual problem-solving interviews showed a significant difference (p {dollar}leq{dollar}.05) favoring the activity-centered approach. The MTW students scored significantly higher on the overall interview (20 story problems), level one questions (facts from three to ten), level two questions (facts from 11 to 18), and on questions where irrelevant numbers were present. Even though the activity-centered students scored higher on all subparts of the interview, the differences were not significant on two-part problems, multiplication, and division.; The MTW group used concrete models along with counting strategies more often than the A-Beka group. The A-Beka group used memorized facts more often than the MTW group. A t-test analysis showed only the difference in use of concrete models to be significant (p {dollar}leq{dollar}.05).; The A-Beka students made errors related to a lack of understanding more than twice as often as the MTW students. This difference was significant (p {dollar}leq{dollar}.05) using the t-test. Using the wrong operation and stating a number in the problem as the answer were categories of error that were significantly dependent on teaching method.