The Effect of Mathematical Reading Instruction on the Mathematical Achievement of Eighth-grade Students PDF Download
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Author: Mary Eugenia Newsom
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 242
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Book Description
Author: Mary Eugenia Newsom
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 242
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Book Description
Author: Thomas A. Romberg
Publisher: Routledge
ISBN: 1135855706
Category : Education
Languages : en
Pages : 198
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Book Description
Summarizing data derived from a study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.
Author: Mary L. B. Gossett
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 204
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Book Description
Author: Calvin E. Page
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 222
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Book Description
Author: David Hammel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 91
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Book Description
n the research study, this investigator utilized a non-experimental, causal-comparative design (ex post facto) with archival data to determine the real impact single gender instruction had on eighth grade students' mathematics achievement. The purpose of this study was to quantitatively analyze the benefits of single gender mathematics instruction for eighth grade male and female students, when compared against traditional coeducational instruction. Specifically, the researcher compared students instructed in single gender eighth grade mathematics classes with students taught in traditional coeducational classes by analyzing fall vs. spring Measures of Academic Progress (MAP) computerized mathematics test score means. Additionally, honors vs. non-honors level groupings were analyzed. The number of students being studied (over 2,000 total from across South Carolina) and the instrumentation being utilized (Northwest Evaluation Association's (NWEA) MAP national assessment) distinguished this research project from previous studies and gave it additional validity and reliability. The mean difference in students' fall vs. spring MAP scores were analyzed utilizing a two way analysis of variance (ANOVA) to determine the impact of each main effect as well as an examination of the interaction of both effects. The research showed that the type of instruction (single gender vs. coeducational) and the interaction between the type and level of instruction did not have a significant impact on the students' overall achievement. The level of instruction (non-honors vs. honors) did have a significant effect on the students' learning with non-honors students outperforming honors students on the MAP assessment that was administered.
Author: April Elizabeth Allen
Publisher:
ISBN:
Category : Language and education
Languages : en
Pages : 276
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Book Description
Author: Michael P. Bull
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 108
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Book Description
Author: Lois Peak
Publisher: Department of Education
ISBN:
Category : Education
Languages : en
Pages : 82
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Book Description
Author: Patricia G. Cooper
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 103
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Book Description
Author:
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 57
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Book Description
"The implementation of mathematical literacy in an eighth grade Algebra classroom can increase academic achievement as indicated by pre- and post- assessment scores. The purpose of this study was to determine the effectiveness of implementing mathematical literacy in an Algebra classroom. This action research study determined the implementation of mathematical literacy may increase student knowledge and conceptual understanding of Algebra concepts and standards. The study used statistical analysis of assessment scores. Teaching strategies were used in this action research project that focused on literacy including explicit vocabulary instruction, reading, writing, speaking, and listening. Students were exposed to a variety of literacy- centered strategies including collaboration. At the conclusion of the study, the researcher administered the district post- assessment to the students before comparing the results of the assessment to the students' pre- assessment scores. The analysis of the data indicated positive effects through student growth from the pre- to post- assessment scores, indicating mathematical literacy implementation increased student achievement"--Page 6.
