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An investigation of the effects of using handhelds to increase computational speed by enhancing working memory for secondary students with learning disabilities.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An investigation of the effects of using handhelds to increase computational speed by enhancing working memory for secondary students with learning disabilities./
Author:	Kinney, Marcey A.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 71-06, Section: A.
Contained By:	Dissertations Abstracts International71-06A.
Subject:	Mathematics education. -
Online resource:	click for full text (PQDT)
ISBN:	9781109479676

An investigation of the effects of using handhelds to increase computational speed by enhancing working memory for secondary students with learning disabilities.
Kinney, Marcey A.

An investigation of the effects of using handhelds to increase computational speed by enhancing working memory for secondary students with learning disabilities. - 1 online resource (123 pages)

Source: Dissertations Abstracts International, Volume: 71-06, Section: A.

Thesis (Ph.D.)--University of Central Florida, 2008.

Includes bibliographical references

Using a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was looking for an average gain for each student. During week two students completed the brain age activities daily, prior to completing the math probe. Average gains for each student continued to be recorded. During week three the Brain Age activities were withdrawn and students continued to complete the timed math probes. During week four, the Brain Age activities were reinstated and data collection continued as the students completed the timed math probes. The data was analyzed visually, and the split middle technique was applied to determine a predicted slope of the data, followed by a binomial test to determine if there was a significant difference from baseline to intervention. The results of the current research have demonstrated that while computerized brain training may be effective for some students, the results are varied. While significant gains in computational speed and accuracy were noted for all participants during at least two of the phases, significant differences were only observed for one participant across all four phases.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781109479676Subjects--Topical Terms:

1148686
Mathematics education.
Subjects--Index Terms:

Brain trainingIndex Terms--Genre/Form:

554714
Electronic books.

An investigation of the effects of using handhelds to increase computational speed by enhancing working memory for secondary students with learning disabilities.
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502 $a Thesis (Ph.D.)--University of Central Florida, 2008.
504 $a Includes bibliographical references
520 $a Using a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was looking for an average gain for each student. During week two students completed the brain age activities daily, prior to completing the math probe. Average gains for each student continued to be recorded. During week three the Brain Age activities were withdrawn and students continued to complete the timed math probes. During week four, the Brain Age activities were reinstated and data collection continued as the students completed the timed math probes. The data was analyzed visually, and the split middle technique was applied to determine a predicted slope of the data, followed by a binomial test to determine if there was a significant difference from baseline to intervention. The results of the current research have demonstrated that while computerized brain training may be effective for some students, the results are varied. While significant gains in computational speed and accuracy were noted for all participants during at least two of the phases, significant differences were only observed for one participant across all four phases.
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653 $a Fluency
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653 $a Mathematics
653 $a Secondary
653 $a Secondary students
653 $a Working memory
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