Date of Award
12-1-1998
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Ruth L. Meese, Ph.D.
Second Advisor
Stephen C. Keith, Ed.D
Third Advisor
Patty Whitfield, Ph.D.
Abstract
This was a qualitative as well as quantitative study conducted at a middle school in a rural county in Virginia. The researcher examined learning disabled students for their perceptions of mnemonic strategies in mathematics instruction. After direct instruction and instruction involving mnemonics, the seven subjects were tested. The test scores were examined to determine if there was a significant difference between pre and post scores. After interviewing the subjects, the results indicated five themes: unfamiliarity of procedure leads to anxiety, mnemonics improves performance, students desire more mnemonic strategies, division and other multi-step problems are the most difficult, and an increase in confidence decreases anxiety and increases self-esteem. Interobserver reliability was calculated by two professionals.
Recommended Citation
Moore, Susan C., "Students' With Learning Disabilities Perception of Mnemonic Strategies in Mathematics Instruction" (1998). Theses & Honors Papers. 216.
https://digitalcommons.longwood.edu/etd/216
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