Mathematics Page Format: Student Experience with High-and Low-Density Layouts
Graduation Date
Spring 2004
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
In this study, two fourth-grade classes were given the choice between two differing math page layouts. One choice was characterized by thirty problems on the page, hereafter termed "high-density" (see Appendix A). The other choice included the same problems spread out over five "low-density" (see Appendix B) pages. In two more classrooms the children were not given a choice about which format they would use to complete the math assignment. Completion times, accuracy of answers, and correlations with CAT 6 scaled scores from the previous year were examined. The participants of this study were equally likely to choose the "high-density” format instrument as to choose "low-density" format instrument. Neither participant choice nor which of the two instruments was completed, significantly effected participants' accuracy and completion times. The average of the CAT 6 scores of participants who chose the "low—density" instrument was higher than the average of the CAT 6 scores of participants who chose the "high-density" instrument. The correlations were slightly higher between the completion times, accuracy, and CAT 6 scores on the work of participants using the "low-density" instrument.