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Investigation of the Connections of the Mathematical Skills Used in the Workplace Versus School...
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Investigation of the Connections of the Mathematical Skills Used in the Workplace Versus School for a Group of Adolescent Students
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Description
Identifier
Thesis
1942
Author
Flock, Amy L.
Title
Investigation
of the
Connections
of the
Mathematical
Skills
Used
in the
Workplace
Versus
School
for a
Group
of
Adolescent
Students
Publisher
Central Connecticut State University
Date
2008
Resource Type
Master's Thesis
Notes
There
is
a
gap
in the
educational
research
that
investigates
the
connection
between
the
mathematics
skills
students
learn
in
school
and how they
use
these
skills
at the
workplace
.
Students
should be
able
to
apply
the
mathematics
skills
they
learned
in
school
to
other
out
of
school
contexts
. This
research
will
look
specifically
at how the
mathematics
skills
learned
in
school
are
applied
to the
workplace
.
Ten
adolescents
ranging
in
age
from
17
to
19
working
at an
ice
cream
shop
in a
middle
sized
city
located
in
New
England
participated
in this
study
.
Four
adolescents
a
private
high
school
,
two
attend
a
public
high
school
,
one
attends
a
technical
high
school
,
one
attends
a
community
college
,
one
attends
a
four
year
college
and
one
is
out
of
school
but
graduated
from a
public
high
school
. The
subjects
for the
study
were
selected
because
they
use
mathematics
skills
at their
part
time
job
within
the
community
. The
adolescents
completed
a
questionnaire
.
Verbal
follow
ups
were
audio
taped
and
recorded
in an
effort
to
allow
the
examiner
to
ask
more
probing
questions
to
elicit
more
details
from the
subjects
. The
subjects
completed
two
worksheets
containing
mathematics
problems
.
After
the
completion
of
each
worksheet
, the
examiner
recorded
the
subjects
'
verbal
responses
and
explanations
of their
written
answers
. The
research
showed
a
lack
of
connection
between
what
is
learned
in
school
and its
application
in
realworld
contexts
. These
data
suggest
that the
last
or
current
mathematics
class
that the
students
took
was a
strong
predictor
of their
performance
. The
four
students
who
had the
most
difficulty
and
made
the
majority
of the
errors
were the
students
who
listed
Algebra
2
or
Trigonometry
as their
last
or
current
mathematics
class
. The
types
of
errors
that the
four
students
made
can
be
categorized
as
Application
Based
,
Knowledge
Based
,
Mechanics
Based
, and
Misconception
Based
errors
. The
four
students
showed
deficits
in the
areas
of
(a)
percents
,
(b)
fractions
,
(c)
number
sense
,
(d)
computation
,
(e)
conversion
,
(f)
problem
solving
.
Two
of the
students
lacked
number
sense
and the
recognition
of the
magnitude
of a
quantity
. The
four
students
showed
misconceptions
that
led
to
defective
algorithms
such
as for
computing
fractions
,
computing
percents
and
converting
grams
to
tons
. The
Calculus
,
PreCalculus
, and
Business
Mathematics
students
were
proficient
in the
mathematics
areas
covered
in this
research
. The
student
who
was
enrolled
in
AP
Probability
&
Statistics
demonstrated
good
reasoning
skills
but
due
to her
sloppy
mental
mathematics
,
made
multiple
decimal
place
value
errors
. This
research
has
many
implications
for
teaching
.
Students
should be
exposed
to
life
skills
in the
classroom
setting
at
all
levels
of
mathematics
education
.
Everyday
mathematical
activities
such
as
computing
microwave
times
,
balancing
checkbooks
, and
computing
tips
are
necessary
life
skills
that should be
mastered
in
school
.
It
is
crucial
for
educators
to
analyze
and
correct
students
'
misconceptions
based
mathematical
errors
early
on.
Deeply
rooted
misconceptions
can
leave
students
thinking
that they are
unable
to
do
math
.
Educators
need
to
provide
opportunities
for
students
to
develop
number
sense
.
Students
require
more
exposure
to
real
world
examples
that
allow
them to
visualize
and
better
understand
the
relevance
of
fundamental
mathematical
concepts
such
as
weight
and
quantity
.
Lastly
,
more
emphasis
should be
placed
on
students
'
ability
to
understand
the
reasonableness
of their
answers
. This
research
found
that
obtaining
an
answer
to a
mathematics
problem
is
not
enough
.
Greater
emphasis
should be
placed
on
students
'
ability
to
interpret
what a
computational
answer
means
and
determine
if
it
is
a
reasonable
solution
.
Subject
Mathematics  Study and teaching (Secondary)
Department
Department of Mathematical Sciences
Advisor
Gould, S. Louise
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713734081
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