The purpose of this study was to determine if the use of mnemonic devices during math instruction would increase the problem solving test scores of second grade students. The study was conducted over a nine-week period during the fall semester of the 2011-2012 school year. The research began by administering a pre-test that covered all of the concepts that would be taught during the nine-week study. Through weekly assessments and various anecdotal notes, the students were monitored for use of the mnemonic devices while they were solving various problems. At the end of the nine week period, the students took a post-test of all the concepts that had been taught. Each test was analyzed to determine if the students used the mnemonic strategies as an aid to help them solve the different story problems. Results from the beginning pre-test and post-test, the written anecdotal notes, and the weekly assessments indicated that the use of mnemonic devices was helpful to many of the students. Mnemonics became a useful tool for them. Further research is needed to determine if mnemonics would be effective in all academic subjects.Each test was analyzed to determine if the students used the mnemonic strategies as an aid to help them solve the different story problems.
|Title||:||The Impact of Mnemonic Instruction on the Problem Solving Math Skills of Second Grade Students|
|Author||:||Cynthia M. Richardson|