المؤلفون: Nix, Jason

مستخلص: Since the installment of the No Child Left Behind Act, schools have sought strategies to help students meet these academic requirements. Many middle schools have turned to math remediation classes as a way to improve students' achievement scores. The purpose of this quantitative causal-comparative study was to explore the relationship of the mathematics remediation class as an intervention strategy to help low performing seventh grade students' achievement on the Georgia Criterion-Referenced Competency Test. The sample consisted of N= 775 (391 male, 384 female) seventh grade students enrolled in one rural middle school. The result of the statistical test, ANCOVA, revealed a significant difference between the non-remediation students and remediation students on post-test mathematics achievement while adjusting for the pre-test scores, therefore the hypothesis was rejected. In addition, this study examined the gender and socio-economical differences within the math remediation students. Gender was found not to be statically significant, while socio-economical differences were found to be statically significant.

الموضوعات: Academic achievement., Mathematics Study and teaching., Mathematics Education (Middle school), Mathématiques Étude et enseignement., Mathématiques Éducation (École moyenne), Academic achievement., Mathematics Study and teaching.

مصطلحات الفهرس: gender, mathematics, remediation, socio-economical status, Curriculum and Social Inquiry, Education, Educational Assessment, Evaluation, and Research, Junior High, Intermediate, Middle School Education and Teaching, Science and Mathematics Education, Academic Dissertation, Academic theses., Academic theses., Thèses et écrits académiques.

URL: http://digitalcommons.liberty.edu/doctoral/943
http://digitalcommons.liberty.edu

المؤلفون: Sarrell, Daphne

مستخلص: The search for evidence-based math interventions that are easy to use and impact academic achievement are in demand, and the impact that these interventions can have on students who struggle with math achievement is of concern. In this study, the effects of Reflex math computerized intervention to improve the automaticity of basic math facts among male and female middle school students identified as at-risk for academic failure in mathematics was examined according to differences in mean scores and based on gender. A quasi-experimental pretest-posttest nonequivalent control group design was used for the purposes of the study. Convenience sampling among students receiving or qualifying for response to intervention services for math was used to determine the study participants. The Basic Math Operations Task (BMOT) served as the pretest and posttest against which differences in mean scores were determined with analysis of covariance used to examine the differences. Results as well as assumptions, limitations, and recommendations for the future are included.

الموضوعات: Slow learning children Education., Academic achievement., Mathematics Education (Middle school), Élèves à apprentissage lent Éducation., Mathématiques Éducation (École moyenne), Academic achievement., Slow learning children Education.

مصطلحات الفهرس: at-risk, automaticity, fluency, gender, math, Reflex math, Curriculum and Instruction, Disability and Equity in Education, Education, Educational Methods, Junior High, Intermediate, Middle School Education and Teaching, Science and Mathematics Education, Academic Dissertation, Academic theses., Academic theses., Thèses et écrits académiques.

URL: http://digitalcommons.liberty.edu/doctoral/900
http://digitalcommons.liberty.edu

المؤلفون: Moore, Charles

مستخلص: Educators are seeking ways to improve student academic achievement in math and to increase math standardized test scores because of the requirements of the reauthorization of the Elementary and Secondary Education Act, known as the No Child Left Behind Act (NCLB), Individuals with Disabilities Education Act (IDEA), and Race to the Top initiative (RTTT). One such intervention in middle school is a direct-instruction math program. This causal-comparative study examined the relationship between a direct-instruction math intervention and math achievement on standardized test scores of at-risk middle school students. This study compared the differences in the mean scale scores for at-risk middle-school students who received a direct-instruction math intervention and at-risk middle school students who did not receive a direct-instruction math intervention on the math subtest of the 2012 Georgia Criterion Referenced Competency Test, while using the 2011 scores as a control variable to control for previous math ability using a one-way between-groups analysis of covariate (ANCOVA) statistical test. Further, this study compared the relationship, by gender, between a direct-instruction math intervention and math achievement on standardized test scores. The data from the study suggests that the direct-instruction mathematic intervention did result in the intervention group having a significantly higher mean scale score on the 2012 mathematic subtest of the Georgia CRCT than the control group for both genders.

الموضوعات: Mathematics Study and teaching., Mathematics Education (Middle school), Slow learning children Study and teaching., Mathématiques Étude et enseignement., Mathématiques Éducation (École moyenne), Élèves à apprentissage lent Étude et enseignement., Mathematics Study and teaching., Slow learning children Study and teaching.

مصطلحات الفهرس: At-risk, Direct-Instruction, Mathematic Intervention, Middle School, Curriculum and Instruction, Disability and Equity in Education, Education, Educational Methods, Junior High, Intermediate, Middle School Education and Teaching, Science and Mathematics Education, Academic Dissertation, Academic theses., Academic theses., Thèses et écrits académiques.

URL: http://digitalcommons.liberty.edu/doctoral/899
http://digitalcommons.liberty.edu

المصدر: ETD collection for University of Nebraska - Lincoln

مستخلص: This self-study examines the learning by the teacher and students in a first-year Algebra class in a medium sized Midwestern city. The author, a secondary mathematics teacher, overviews two problems of practice and outlines methodology used to study these problems within the standard curriculum of first-year Algebra taught using inquiry-based methodology. Three units of study, Inequalities, Exponents, and Parabolas are analyzed to identify the learning of students and the mathematical and pedagogical learning of the teacher. Emergent mathematical and pedagogical themes from the analysis chapters are discussed with implications for practice.

مصطلحات الفهرس: Mathematics education|Middle School education|Pedagogy, text

URL: https://digitalcommons.unl.edu/dissertations/AAI10844206

المصدر: Dissertations available from ProQuest

مستخلص: The application of goal theory in the classroom can be a link between the articulation of personal responsibility and adolescent academic performance. Consistent with goal theory, this research posits that adolescents who set intense and specific goals (i.e., high goal commitment) will have higher self-efficacy and higher achievement in the math classroom than those students who develop low intensity and vague goals. Research also suggests that student's tendencies to set goals oriented toward performance (e.g., obtaining a specific test score) versus mastery (e.g., understanding specific concepts) may be associated with self-efficacy and performance. This research considered three main questions: (1) Is there a correlation between the intensity and specificity of a student's goal (i.e., goal commitment) or students' affinities for performance-oriented or mastery-oriented goals and their self-efficacy in mathematics? (2) Are the intensity and specificity of students' goals related to their learning trajectories in mathematics in terms of initial performance and/or annual growth? (3) Are students' affinities for performance-oriented or mastery-oriented goals or their self-efficacy in mathematics related to their learning trajectories in mathematics in terms of initial performance and/or annual growth? Participants were 987 seventh- and eighth-grade students enrolled in a public middle school in Virginia. Three sources of data were collected: student mathematics achievement scores, student goal intensity and specificity ratings, and student goal orientation and self-efficacy. Positive correlations were found between students' goal orientations and self-efficacy, with a moderate correlation (r=.30) between performance orientation and self-efficacy and a higher correlation (r=.62) between mastery orientation and self-efficacy. Insignificant correlations were found between goal intensity and self-efficacy as well as between goal specificity and self-efficacy. Growth curv

مصطلحات الفهرس: Mathematics education|Middle School education, text

URL: https://repository.upenn.edu/dissertations/AAI3430044

مستخلص: 48 leaves

مصطلحات الفهرس: Middle school students--Testing--Iowa, Algebra--Education (Middle school)--Testing--Iowa, Mathematics--Education (Middle school)--Testing--Iowa, Thesis, dissertations., Academic theses, Academic theses., Thèses et écrits académiques.

URL: http://hdl.handle.net/2092/1733
Drake University, The Graduate Division;1966

المصدر: ETD Collection for Fordham University

مستخلص: not available

مصطلحات الفهرس: Educational tests & measurements|Education|Mathematics education|Middle School education, text

URL: https://research.library.fordham.edu/dissertations/AAI28927882