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Impact Of Concept Based Mathematics Instructional Strategies On Seventh Grade Student Achievement
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Book Synopsis Impact of Concept-based Mathematics Instructional Strategies on Seventh Grade Student Achievement by : Katherine Annette Lawley Ellsworth
Download or read book Impact of Concept-based Mathematics Instructional Strategies on Seventh Grade Student Achievement written by Katherine Annette Lawley Ellsworth and published by . This book was released on 2020 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a nation with declining enrollment in college math courses, it is important to examine how mathematics is being taught in the K-12 education system and to identify best practices. The purpose of this study was to examine the impact concept-based instructional strategies has on middle school student achievement in mathematics when integrated into the traditional mathematics curriculum. Participants included 424 seventh grade students from two middle schools. Students Measures of Academic Progress (MAP) Fall-to-Winter data 2018 prior to implementation was used a covariate and Fall-to-Winter data 2019 data during the implementation of concept-based instructional strategies integrated into the traditional math curriculum was used for the dependent variable. Student achievement was analyzed using an analysis of covariance (ANCOVA) and determine that there was a significant difference in math achievement when instruction is provided to student by teachers who have received professional development on concept-based instructional strategies. These findings have implications on teacher preparation, daily curricular instruction, and competitiveness for students in the global economy. Future research is suggested to determine impacts of concept-based instruction on students functioning above and below grade level, as well as teacher efficacy on implementing concept-based instruction for middle grades.
Book Synopsis Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 7 by : Jo Boaler
Download or read book Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 7 written by Jo Boaler and published by John Wiley & Sons. This book was released on 2019-08-27 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engage students in mathematics using growth mindset techniques The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you'll find a collection of low floor, high ceiling tasks that will help you do just that, by looking at the big ideas at the seventh-grade level through visualization, play, and investigation. During their work with tens of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy Williams heard the same message—that they want to incorporate more brain science into their math instruction, but they need guidance in the techniques that work best to get across the concepts they needed to teach. So the authors designed Mindset Mathematics around the principle of active student engagement, with tasks that reflect the latest brain science on learning. Open, creative, and visual math tasks have been shown to improve student test scores, and more importantly change their relationship with mathematics and start believing in their own potential. The tasks in Mindset Mathematics reflect the lessons from brain science that: There is no such thing as a math person - anyone can learn mathematics to high levels. Mistakes, struggle and challenge are the most important times for brain growth. Speed is unimportant in mathematics. Mathematics is a visual and beautiful subject, and our brains want to think visually about mathematics. With engaging questions, open-ended tasks, and four-color visuals that will help kids get excited about mathematics, Mindset Mathematics is organized around nine big ideas which emphasize the connections within the Common Core State Standards (CCSS) and can be used with any current curriculum.
Book Synopsis The Impact of the Math Workshop Model on Middle School Classroom Instruction and Student Achievement in a Southeast Suburban School District by : Crystal Heyward Gantt
Download or read book The Impact of the Math Workshop Model on Middle School Classroom Instruction and Student Achievement in a Southeast Suburban School District written by Crystal Heyward Gantt and published by . This book was released on 2020 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are faced with diverse populations, and determining the best way to meet the needs of all students has posed a challenge. This task has been compounded in math classes because nationwide, students have math deficits. The Math Workshop Model provides a classroom structure where the instructional time is chunked into three major components: mini-lesson, student centered, and closure. Each component is focused on strategically and purposefully introducing and practicing content at or near student ability levels. This multimethod research study investigated the impact of the Math Workshop Model on classroom instruction and student achievement in a southeastern suburban school district. The study examined seventh-grade students’ math MAP Growth scores on assessments before and after the implementation of the Math Workshop Model. A Repeated Measures ANOVA test was run to determine if the Math Workshop Model had a significant impact on student achievement based on four spring MAP assessments. Teacher survey data were used to gather information on how teachers use the Math Workshop Model and its effectiveness on student achievement. The results of the study showed that the Math Workshop Model has a significant impact on student achievement. Most subgroups of students’ MAP scores decreased as a result of receiving instruction through the Math Workshop Model structure. Gifted students’ scores increased when the Math Workshop Model was in place. Teacher perception surveys showed that teachers think using the Math Workshop is an effective strategy to increase differentiated instruction, student collaboration, student engagement, and student achievement.
Book Synopsis Middle School Mathematics Professional Development Impact Study by : Michael S. Garet
Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2010 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).
Book Synopsis An Investigation of the Effect of Four Different Instructional Strategies on the Achievement of Gifted Seventh-grade Students in a Specific Content Area by : Donna Rae Clasen
Download or read book An Investigation of the Effect of Four Different Instructional Strategies on the Achievement of Gifted Seventh-grade Students in a Specific Content Area written by Donna Rae Clasen and published by . This book was released on 1982 with total page 626 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Teaching Problem Solving Strategies on the Problem Solving Achievement of Seventh Grade Math Students by : Kirsten Abney
Download or read book The Effects of Teaching Problem Solving Strategies on the Problem Solving Achievement of Seventh Grade Math Students written by Kirsten Abney and published by . This book was released on 1999 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Professional Learning Communities on Math Achievement of 7th Grade Students by : Farzin Khosroshahi Dunning
Download or read book The Impact of Professional Learning Communities on Math Achievement of 7th Grade Students written by Farzin Khosroshahi Dunning and published by . This book was released on 2009 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify the impact of Professional Learning Communities (PLCs) on math achievement of 7th grade students in one middle school in Southern California. The hypothesis was that increased teacher collaboration within professional learning communities may increase student achievement. The researcher designed a mixed-method study to identify the impact of professional learning communities on student achievement. Qualitative data were collected through surveys and interviews with teachers and administrators, and quantitative data were gathered from California Standardized Test (CST) scores. Thirteen math teachers of grades 6-8 were invited to participate in a survey consisting of a Likert scale and an interview. Three administrators were also invited to participate in an interview. The findings indicated that there was a link between increased level of collaboration among 7th grade teachers and increased student achievement in math. The goal of this study was to add to the body of knowledge about the impact of professional learning communities on student achievement. The findings of this study provided school administrators with information regarding effective strategies that can be implemented regarding the development of professional learning communities within a middle school setting.
Book Synopsis The Effects of Using Writing on a Student Learning in a Seventh Grade Math Classroom by : Amy L. Davis
Download or read book The Effects of Using Writing on a Student Learning in a Seventh Grade Math Classroom written by Amy L. Davis and published by . This book was released on 2008 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: In my mathematics teaching experiences, I have found students encountering difficulties in successfully remembering and demonstrating all of the major concepts they have learned during the school year. Whether or not the students actually learn and remember the content is a problem numerous teachers experience. As a result, I decided to implement writing into a lower-level seventh grade math classroom to determine if writing would affect student learning. The study was implemented with sixteen lower-level seventh grade math students during the first ten weeks of the 2008-2009 school year at Northwest Junior High in the Iowa City Community School District. Pre-surveys and post-surveys were given to students to determine their attitudes toward mathematics and writing. A pretest and posttest was also administered to assess the effects writing ad on students' growth and achievement over the en week study. Students used their writing skills to explain their reasoning behind their answers. Students also wrote in a journal an average of two times per week. Results from the study showed a minimal increase in the number of students having a positive attitude towards math along with a minimal increase in student achievement. These results may be due to implementation of writing in the mathematics curriculum.
Book Synopsis Middle School Mathematics Professional Development Impact Study by : Michael S. Garet
Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2011 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).
Book Synopsis The Effect of an Instructional Model Utilizing Hands-On Learning and Manipulatives on Math Achievement of Middle School Students in Georgia by : Kara White
Download or read book The Effect of an Instructional Model Utilizing Hands-On Learning and Manipulatives on Math Achievement of Middle School Students in Georgia written by Kara White and published by . This book was released on 2012 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school students. A quasi-experimental non-equivalent control-group design was used to examine 145, seventh-grade students from a North Georgia middle school. Data was collected to analyze if changes were experienced in pretest/posttest scores. A Mann-Whitney test was run and revealed initial group differences between the whole control and whole experimental groups, and also between average-achieving control participants and average-achieving experimental participants. An ANCOVA was then run to analyze the null hypotheses for the first and third research questions, revealing that there was no significant difference between posttest scores of the control and experimental groups when compared as whole groups. In addition, no significant differences were found between posttest scores of average-achieving participants in the control and experimental groups. Individual Mann-Whitney tests were used to examine the second and fourth research questions. The results showed that there were no significant differences between two of the subgroups (low-achieving control versus low-achieving experimental, high-achieving control versus high-achieving experimental) of the control and experimental groups.
Book Synopsis The Effects of a Seventh Grade Mathematics Remediation Course on Student Achievement by : Jason Nix
Download or read book The Effects of a Seventh Grade Mathematics Remediation Course on Student Achievement written by Jason Nix and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Effects of Teaching the Mathematics Textbook on the Math Achievement of Seventh Grade Students by : Jill Arness
Download or read book The Effects of Teaching the Mathematics Textbook on the Math Achievement of Seventh Grade Students written by Jill Arness and published by . This book was released on 2010 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Evaluation of the Relationship of Learner-centered Beliefs of Seventh Grade Mathematics Teachers and Student Achievement on the Mathematics Section of the North Carolina End-of-grade Assessment by : Mary A. Steltz
Download or read book Evaluation of the Relationship of Learner-centered Beliefs of Seventh Grade Mathematics Teachers and Student Achievement on the Mathematics Section of the North Carolina End-of-grade Assessment written by Mary A. Steltz and published by . This book was released on 2012 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to examine the personal domain in systemic reform. In an effort to improve student achievement, this study focused on accountability reform. The learner-centered model was based on what teachers believe about teaching and learning and how student motivation and achievement was influenced by those beliefs. Teacher practices, beliefs and behaviors had the greatest impact on student learning; therefore this study sought to establish identification of learner-centered teachers and their effectiveness on student achievement on the seventh grade mathematics section of the North Carolina End-of-Grade Assessment. -- To that end, a non-experimental quantitative study design was used to examine teacher's beliefs about the learner, learning, and teaching as well as the impact of their beliefs on mathematics student achievement. The researcher collected data via the Teacher Beliefs Survey and student achievement on the mathematics section of the seventh grade 2011 North Carolina End-of-Grade Assessment. The 35-item Teacher Beliefs Survey generated Likert-scale data, which was stored and analyzed in a Statistical Package for Social Sciences (Green, Salkind, & Akey, 2000). Differences in survey responses of teachers and the learner-centered beliefs of teachers using: 1) a T-test for simple differences and 2) an Analysis of Variance (ANOVA) to compare the differences within and between two or more means were analyzed. Differences were found in the means between and within groups, but the results failed the statistical significance threshold. Descriptive statistics including means and standard deviation were reported, as well as the Pearson Product Moment Correlational Coefficient to determine if, and to what extent, the relationship between one or more variables existed. Three different correlations were conducted to examine possible relationships between both learner-centered and non-learner-centered groups and total score and mean scale scores. Statistical significance was found to exist between the learner-centered beliefs and non-learner-centered beliefs, as well as the non-learner-centered beliefs for learners and non-learner-centered beliefs for teaching and learning with a statistical significance >.35 for total score. The mean scale score correlation for learner-centered beliefs, non-learner-centered beliefs for learners, and non-learner-centered beliefs for teaching and learning each failed statistical significance. --Though the findings of this study were less than dramatic, they are informative for educators interested in identifying variables influencing both student learning and achievement. Findings in this study did not support the results found by McCombs and Whisler (1997); however, it did support the assertion by Lezotte (1997) and Bowsher (2001) that educational reform has shifted from teacher-centered to learning-centered but has not yet transformed to learner-centered.
Book Synopsis A Comparison of Traditional Instruction and Standards-based Instruction on Seventh-grade Mathematics Achievement by : Manika DeShawn Kemp
Download or read book A Comparison of Traditional Instruction and Standards-based Instruction on Seventh-grade Mathematics Achievement written by Manika DeShawn Kemp and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if method of instruction, standards based or traditional, had an impact on student mathematics achievement. More specifically, this study sought to determine if students taught using the JBHM Achievement Connections® standards-based method of instruction would show higher academic gain than students taught using a traditional method of instruction through the use of Mathematics: Applications and Connections, Course 2® in seventh-grade. The research design was a quasi-experimental design, with 65 students participating. Group A received a traditional method of instruction through the use of Mathematics: Applications and Connections, Course 2 and Group B received a standards-based method of instruction through the use of JBHM Achievement Connections. The test instrument administered for the pretest and posttest was the PLATO eduTest®. An analysis of the pretest and posttest scores was conducted. T-tests were run to examine the differences between pretest and posttest scores and gender, based on the method of instruction. Analysis of variance (ANOVA) was computed to examine differences in performance based on class period representation. A paired t-test was computed to examine differences between the pretest and posttest scores after students were exposed to a method of instruction. After the data was collected and analyzed, the findings showed that there were no statistical differences in student achievement between students taught using JBHM Achievement Connections standards-based method of instruction (Group A) and those students taught using Mathematics: Applications and Connections, Course 2 traditional method of instruction (Group B) as measured by the PLATO eduTest scores. Students taught using the JBHM Achievement Connections standards-based method of instruction and the Mathematics: Applications and Connections, Course 2 traditional method of instruction both showed increased mathematics outcomes. However, the students taught using JBHM Achievement Connections standards-based method of instruction had a higher mean score and a greater degree of gain between pretest and posttest scores than the students taught using the Mathematics: Applications and Connections, Course 2 traditional method of instruction.
Book Synopsis The Effects of Individualized Mathematics Instruction on the Academic Achievement of Seventh-grade Students by : Kenneth L. Ellis
Download or read book The Effects of Individualized Mathematics Instruction on the Academic Achievement of Seventh-grade Students written by Kenneth L. Ellis and published by . This book was released on 1976 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Assessment in Education by : Shelleyann Scott
Download or read book Assessment in Education written by Shelleyann Scott and published by Springer. This book was released on 2015-10-20 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice. Given the highly politicised nature of assessment, it addresses leaders and aspiring leaders who are open to being challenged, willing to explore controversy, and capable of engaging in informed critical discourse. The book presents the macro concepts that these audiences must have to guide optimal assessment policy and practice. Collectively, the chapters highlight important assessment purposes and models, including intended and unintended effects of assessment in a globalised context. The book provides opportunities to explore cultural similarities and particularities. It invites readers to challenge taken-for-granted assumptions about ourselves and colleagues in other settings. The chapters highlight the cultural clashes that may occur when cross-cultural borrowing of assessment strategies, policies, and tools takes place. However, authors also encourage sophisticated critical analyses of potential lessons that may be drawn from other contexts and systems. Readers will encounter challenges from authors to deconstruct their assessment values, beliefs, and preconceptions. Indeed, one purpose of the book is to destabilise certainties about assessment that prevail and to embrace the assessment possibilities that can emerge from cognitive dissonance.
Book Synopsis The Effect of a Thematic Approach to Teaching Mathematics on the Achievement and Attitudes of Seventh and Eighth Grade Students by : April Elizabeth Allen
Download or read book The Effect of a Thematic Approach to Teaching Mathematics on the Achievement and Attitudes of Seventh and Eighth Grade Students written by April Elizabeth Allen and published by . This book was released on 1993 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
