Keywords

Communication, low-performing, decimals, fractions, attitudes, mathematics, middle school

Abstract

Within a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used communication techniques in the classroom and had a strong positive impact on the attitudes and performance of these struggling students.

Notes

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Graduation Date

2008

Advisor

Ortiz, Enrique

Degree

Master of Education (M.Ed.)

College

College of Education

Department

Teaching and Learning Principles

Degree Program

K-8 Math and Science

Format

application/pdf

Identifier

CFE0002146

URL

http://purl.fcla.edu/fcla/etd/CFE0002146

Language

English

Release Date

June 2008

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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