The Effects of the Inclusion of Mathematical Problem-Solving Instruction on 5th Grade Students Who Are Reading Below Grade Level
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2017-07
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Masters of Education
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Abstract
The 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.