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Firstly the children to carry out the study were selected from a formal mathematics assessment (appendix )conducted on the whole class and to help me select the group of six children who are named child 1 to 6 that were needed for the study. The children were split up into two groups. One was the experimental group and the other was the control group. Both groups carried out a few more assessments in the lessons that were planned (appendix ) eventually finding out what 2 dimensional shape they knew and their properties. From the evidence obtained this helped me plan lessons for both groups.

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The children in the experimental group were given the special treatment, which was the use of Roamer. The lessons that were planned involved using Roamer with the learning intention of being able to recognise the 2D shape they have been asked to draw. The children as a group, are to draw the shapes that they could not identified from the assessments given. Then use a large cardboard shape to help then instruct Roamer to draw round and write down every instruction inputted in Roamer.

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Whereas the control group had to make a picture using only one of the shapes (in each lesson planned) that they were not able to identify from the assessments. These children had to measure the sides and record their findings. The experimental group then carried out a sequence of 4 lessons (Appendix ) that involved using Roamer to help the children identify certain shapes. During each lesson observations were conducted as well as the lesson taped to note the language children were using.

The controlled group had a sequence of 2 lessons (Appendix ). The children learnt about two shapes in one lesson because the activities were shorter than expected. The children in the control group used other resources such as card, paper and plastic shapes to learn about 2 dimensional shapes and their properties. Again the lessons were observed and the language they used to during the lesson was noted down. I concluded with an assessment (see lesson plan 9 in Appendix )to find out what children had learnt during the different activities planned and analysed whether there were any significant differences due to the difference circumstances.

Due to the code of ethics I shall not reveal the schools name. The children will be referred to as Child 1, 2, 3, 4, 5, 6 in this study and full names will not be used to keep children’s identity from the reader. Also following the schools policy to provide a safe and secure environment for children it would not be appropriate to mention the children in this study. Throughout the time spent in the school I have discussed all procedures with the class teacher and shared all evidence I have gained from the study so that the class teacher is thoroughly informed with what I am doing with the children when I take them out of class.

The lessons were planned to help promote basic geometry shapes and evidence was collected. All shall be presented, analysed and interpreted in the next chapter Presentation, Analysis and Interpretation of Data During this chapter I will present a series of assessments taken place at the beginning of the study to find out what the children knew about 2D shapes. Followed by a brief analysis and interpretation of the lessons conducted on an experimental and control group. To conclude I will present the assessment results taken at the end of the study which will show the group that had learnt about shapes more productively.

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Kylie Garcia

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