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=Okay really here is the final product (I know we have said that a lot)! Everything is checked that comma between Piaget and his theory is out and the charts match the data written out! Thank goodness it is done![|Literature Review for Action Research Final.docx]= = = = = =__Psychology of Teaching and Learning__= =I turned in my part to Katie on Friday and she is going to combine ours and then post - I have attached a page with my part if anyone would like to view - Stacy Wegrzyn 4/9/2012=

Background looks great! Thanks for posting so we can view. :) - Stacy Wegrzyn

Please feel free to give suggestions or fix what needs to be changed. Here is what I got.

Results Student 1 responded to “what do you think this story means?’ Student 1 grouped the items as follows: Student 1 responded to “do both have the same amount?’ Student 1 responded to “are these two balls of clay the same size?” After I smashed one; student 1 responded to “which one has the most now?” Student 1 was asked to give 3 digit numbers out of 5. Student 2 responded to “what do you think this story means?’
 * __STUDENT 1__**
 * About a mouse and lion (then a small pause). The lion woke up and the mouse was there. He put his paw on the mouse. Hunters came and tied up the lion and the mouse came and untied the ropes.
 * Pencil, marker, chalk
 * Paper bag and drawing paper
 * Magazine page, notebook paper and Scotch tape
 * Straight pin and thumbtack
 * She counted both strands and said “yes.”
 * When one set was spread out she responded with the pile spread out had more.
 * When the spread out beads was gathered up and asked which one has more she responded with “they have the same.”
 * Yes
 * Pancake
 * She didn’t know what I meant by digits.
 * __STUDENT 2__**
 * The mouse can be helpful to a lion

Student 2 grouped the items as follows: Student 2 responded to “do both have the same amount?’ Student 2 responded to “are these two balls of clay the same size? After I smashed one; student 2 responded to “which one has the most now?” Student 2 was asked to give 3 digit numbers out of 5. Student 3 responded to “what do you think this story means?’ Student 3 grouped the items as follows: Student 3 responded to “do both have the same amount?’ Student 3 responded to “are these two balls of clay the same size? After I smashed one; student 2 responded to “which one has the most now?” Student 3 was asked to give 3 digit numbers out of 5.
 * Paper bag, magazine page, notebook paper and drawing paper
 * Pencil, chalk and marker
 * Thumbtack and pin
 * Scotch tape
 * Yes
 * When spread out he said the spread out ones had more.
 * When one set was gathered up he said the gathered ones had more.
 * Yes
 * Still the same
 * He understood and pulled 3 digits down randomly and put back and pull down 3 more. He did this repeatedly.
 * __STUDENT 3__**
 * Friendship
 * Marker and pencil
 * Magazine paper and brown paper bag
 * Chalk and Scotch tape
 * Tack and pin
 * Notebook and drawing paper
 * Yes
 * When spread out he said the spread out ones had more.
 * When one set was gathered up he said the gathered ones had more.
 * Yes
 * Pancake
 * He pulled one set and said “I’m done.”

This is my abstract and background information. I am open to suggestions or changes I need to make. Leslie Lovell