Author: Chauncey Andrice Scott
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 107
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Book Description
Each year, ninth-grade students across the United States of America fail to meet the national standards in mathematics. Students struggle to grasp the concepts needed to produce correct answers to math problems. Ninth grade students with disabilities, especially in the southeastern region of the United States, consistently fail the math portion of the Georgia Milestones Test. As a response to this problem in Georgia, Hands-On Equations by Henry Borenson represents a possible solution for many students failing to meet the standard in ninth grade mathematics. The purpose of this quantitative causal-comparative study was to examine the difference between the mathematics achievement of ninth-grade students with and without disabilities in a high school in Southeastern Georgia who received instruction with Hands-On Equations versus those who received instruction without the use of Hands-On Equations. The data used were historical data from the 2016 school year. One group of students participated in instruction using Hands-On Equations while another group received traditional teaching methods without the use of the Hands-On Equations. The participating schools were urban schools located in the Southeastern part of Georgia. Most of the students were African American, and the schools were 100% free lunch. An analysis of covariance (ANCOVA) generated comparative data. The results related to Hypothesis H01 and H03 indicated that there was a significant difference in the mathematics achievement scores for ninth-grade students with or without disabilities who received instruction with Hands-on Equations. However, results related to hypothesis H02 indicated that there was no statistically significant difference in mathematics achievement scores for ninth-grade students who did or did not receive instruction using Hands-on Equations.
Author: MaryAnn Brown
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 106
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Book Description
Author: Claudia Irene Engelstad
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 74
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Book Description
Author: Betty Louise Baker
Publisher:
ISBN:
Category : Choice (Psychology).
Languages : en
Pages :
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Author: Guanglei Hong
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
A recent report by the Mathematics Advisory Panel referred to algebra as a "gateway" to later achievement (National Mathematics Advisory Panel, 2008). To address the problem of low academic performance in algebra, an increasing number of states and districts have started to implement a policy of requiring algebra for all students in ninth-grade or earlier. The rationale is that providing all students with an opportunity to learn algebra will likely improve math achievement across the board. However, the well-intended curricular policy may have unintended consequences for some students if the change of curricular offerings leads to a reorganization of all math classrooms in a school. To explain the negative effects of the policy that required algebra for all 9th grade students in Chicago Public Schools, the authors' causal questions focus on the mediating role of changes in peer ability composition induced by the policy. Specifically, the authors address the following research questions: (1) Did change in peer ability mediate the policy effects on student outcomes? (2) What would be the direct effects of the policy on student outcomes if schools did not change class composition? (3) Did the mediated effects (i.e., indirect effects) and the direct effects of the policy depend on the direction of change in peer ability for individual students? The analysis of pre-policy course-taking has shown that almost all 9th graders whose incoming math skills were higher than 0.5 standard deviations above the overall average took algebra in the absence of the policy. Hence the policy would not change these students' algebra enrollment. However, the results indicated that these same students would have experienced a decline in peer ability on average had they instead entered high school after 1997. Among students whose incoming math skills were no more than 0.5 standard deviations above the overall average, those who were more likely to take remedial math prior to the policy showed a higher likelihood of experiencing an increase in peer ability along with a change in course taking had they instead entered high school after 1997. The authors are currently conducting mediation analysis. References, and Tables and Figures are appended. (Contains 1 figure and 1 table.).
Author: Dixie Kaye Swearingen
Publisher:
ISBN:
Category : Games in mathematics education
Languages : en
Pages : 308
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Book Description
Author: Deborah June Burnett Thompson
Publisher:
ISBN: 9780549080282
Category : Algebra
Languages : en
Pages : 237
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Book Description
The double-blind study used two intact ninth grade high school Algebra One classes for a total sample size of 46. Within each of the classes the participants were assigned randomly to one of three treatment groups: self-referenced feedback, social-referenced feedback, and a control group. Self-referenced feedback compared the student's performance to his or her previous performances. Social-referenced feedback compared the student's performance to that of the other students in the class. The control group did not receive comparative feedback but innocuous comments such as "study your notes before class."
Author: Nicole T. Briatta
Publisher:
ISBN: 9781392234372
Category :
Languages : en
Pages : 348
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Book Description
Author: Staci Bolley
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 147
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Book Description
Many students in the United States are graduating from high school without the math skills they need to be considered college ready. For many of these graduates, who find themselves starting their higher education at a community college, remedial math can become an insurmountable barrier that ends their aspirations for a degree or certificate. Some students must take as many as four remedial courses before they are considered college ready. Studies report that between 60% and 70% of students placed into remedial math classes either do not successfully complete the sequence of required courses or avoid taking math altogether and therefore never graduate (Bailey, Jeong, & Cho, 2010). This study compared three low-level freshman math classes in one Arizona high school. The purpose of this study was to implement an innovative learning intervention to find out if there was a causal relationship between the addition of technology with instruction in a blended learning environment and performance in math. The intervention measured growth (pre- and posttest) and grade-level achievement (district-provided benchmark test) in three Foundations of Algebra classes. The three classes ranged on a continuum with the use of technology and personalized instruction. Additionally, focus groups were conducted to better understand the challenges this population of students face when learning math. The changes in classroom practices showed no statistical significance on the student outcomes achieved. Students in a blended online environment learned the Foundations of Algebra concepts similarly to their counterparts in a traditional, face-to-face learning environment.
Author: David Ramsier
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 80
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Book Description
