The Effects of the Inclusion of Mathematical Problem-Solving Instruction on 5th Grade Students Who Are Reading Below Grade Level

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dc.contributor.authorFattorini, Ashley
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2017-07-14T02:49:06Z
dc.date.available2017-07-14T02:49:06Z
dc.date.issued2017-07
dc.description.abstractThe purpose of this study was to determine if teaching mathematical problem-solving strategies to students who show difficulty interpreting what a question is asking, due to limited reading comprehension skills, increase mathematical problem-solving skill. Pre-and post- assessment data was analyzed to determine the effect that the reading strategies had on 5th grade student achievement as measured by post-assessment data. Data was collected using a Baltimore County (Maryland) Public Schools Unit Assessment. Each unit is composed of a pre-assessment with computation and problem-solving components as well as a post-assessment with similar components. Data was compared to determine growth in student performance for those exposed to the strategies compared to those not exposed to the strategies. The data collected showed that there was no statistical difference between the two groups, but all students made progress in both areas of the post-assessment.en_US
dc.format.extent35 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2K649S9W
dc.identifier.urihttp://hdl.handle.net/11603/4355
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effects of the Inclusion of Mathematical Problem-Solving Instruction on 5th Grade Students Who Are Reading Below Grade Levelen_US
dc.typeTexten_US

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