Keywords
Math Education, At-risk Students, Direct Instruction, Problem Solving Strategies, Bilingual, Multicultural
Abstract
This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected. Students' took a pre and post test designed to measure and give students practice on mathematical skills. Students worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics journals. Results showed the effectiveness of the use of direct instruction and problem-solving strategies on at-risk students.
Notes
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Graduation Date
2008
Advisor
Jeanpierre, Bobby
Degree
Master of Education (M.Ed.)
College
College of Graduate Studies
Degree Program
K-8 Mathematics and Science Education
Format
application/pdf
Identifier
CFE0002095
URL
http://purl.fcla.edu/fcla/etd/CFE0002095
Language
English
Release Date
June 2008
Length of Campus-only Access
None
Access Status
Masters Thesis (Open Access)
STARS Citation
Lopez, Lurdes, "Helping At-risk Students Solve Mathematical Word Problems Through The Use Of Direct Instruction And Problem Solving Strategies" (2008). Electronic Theses and Dissertations. 3668.
https://stars.library.ucf.edu/etd/3668