Something Drawn, Something Touched, Something Scrolled: An Exploratory Comparison of Perimeter and Area Interventions Including Kidspiration

Abstract

This exploratory study compared a computer-based mathematics education intervention with two more traditional approaches with the purpose of improving instruction in perimeter and area. Kidspiration software, tile/stick manipulatives and pencil/paper-based copying/drawing of shapes were implemented in a 3rd Grade New York City public school classroom. This study demonstrated student improvement across the three interventions when comparing pre-intervention and post-intervention test scores. Students who engaged with the copying/drawing shapes intervention demonstrated the greatest test score improvement after the intervention, those who used Kidspiration ranked second and tile/stick manipulatives were third. When queried about their perceptions of the efficacy of these interventions, students generally perceived all three of the interventions as being positive in improving their learning of perimeter and area. Developing new methods to address deficiencies in current forms of assessment that would highlight the benefits of non-traditional forms of education, such as technological initiatives, is recommended.