The Impact of Math Talk and Flexible Grouping Strategies On Elementary Students’ Mathematical Achievement
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2020-05-05
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Masters of Education
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Abstract
The purpose of this study was to examine the impact of math talk and flexible grouping strategies on elementary students’ mathematical achievement. The measurement tools used were Grade 5, Unit 4, Fraction Operations post-assessment in the Baltimore County Public Schools curriculum and the implementation of math talk supported by “Fluency Strategies Math Talk,” by Common Core Math Hand2mind Kits. A one-group pre/post design was used to determine the impact of 4 weeks of daily math talk and flexible heterogenous grouping on students’ math achievement. Pre-to-post gain was found in the areas of math talk and flexible grouping strategies students’ mathematical achievement.