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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Ravitz, Nina"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-01-01T08:00:00Z","date_published":"2004-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:44Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/233","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Ravitz, Nina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/233"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Mathematics Page Format: Student Experience with High-and Low-Density Layouts"]}]}],"canonical_facts":{"dc:creator":["Ravitz, Nina"],"dc:description.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.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/233"],"dc:subject":["Education"],"dc:title":["Mathematics Page Format: Student Experience with High-and Low-Density Layouts"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:44Z"}