Log in
|
Help
|
English

English

Engish-Pirate

한국어

Search

Advanced Search

Find results with:

Add another field

Search by date

to

Searching collections:

CCSU Theses and Dissertations

Add or remove collections

Home CCSU Theses & Dissertations Teaching reading in mathematics as a strategy for effective problem solving in secondary...

Reference URL

Share

Add tags

Comment

Rate

To link to this object, paste this link in email, IM or document

To embed this object, paste this HTML in website

Teaching reading in mathematics as a strategy for effective problem solving in secondary mathematics classrooms

View Description

Download

small (250x250 max)

medium (500x500 max)

large ( > 500x500)

Full Resolution

Print

you wish to report:

Your comment:

Your Name:

Submit

Cancel

...

Back to top

Powered by CONTENTdm®

Select the collections to add or remove from your search

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

Select All Collections

C

CCSU Student Publications

CCSU Theses and Dissertations

G

GLBTQ Archives

M

Modern Language Oral Histories

O

O'Neill Archives Oral Histories

P

Polish American Pamphlets

T

Treasures from the Special Collections

V

Veterans History Project

OK

Cancel

Identifier	Thesis 2157
Author	Byrne, Corinne, 1984-
Title	Teaching reading in mathematics as a strategy for effective problem solving in secondary mathematics classrooms
Publisher	Central Connecticut State University
Date	2011; *
Resource Type	Master's Thesis
Notes	In recent years, there has been a focus on standards based tests results. The mathematics portions of these tests contain vast amounts of reading, which may affect how accurately they measure the mathematics achievement of the students being tested. The purpose of this study was to determine the impact of teaching reading strategies in a mathematics classroom as a means to improve students’ problem solving skills with students in a freshman-level, college preparatory Algebra 1 class. The sample consisted of six classes, taught by the same instructor, at a suburban public high school in Connecticut. Three of the classes which served as the control group were taught in the 2008-2009 school year using traditional mathematical teaching methods. The experimental group consisted of three classes taught in the 2009-2010 school year using a reading specialist to introduce six reading strategies into the mathematics classroom. The mathematics teacher implemented the reading strategies throughout the school year. The two groups were determined to be statistically equivalent by a one-way ANOVA (unstacked) test on the pre-tests scores from each group. Despite the differences in the instruction of word problems, the same pre-test and post tests were assigned to both the experimental and control groups. As a result of this study, it can be said that teaching reading strategies in a mathematics classroom improved the problem solving skills of the students and needs to be examined on a more global level.
Subject	Algebra -- Study and teaching (Secondary) Word problems (Mathematics)
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	804653154
Rating

Find results with:

Searching collections:

Home CCSU Theses & Dissertations Teaching reading in mathematics as a strategy for effective problem solving in secondary...

Teaching reading in mathematics as a strategy for effective problem solving in secondary mathematics classrooms

Description

Tags

Comments