The Impact of Math Talk and Flexible Grouping Strategies On Elementary Students’ Mathematical Achievement

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dc.contributor.authorIsrael, Sari
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2020-05-05T17:00:39Z
dc.date.available2020-05-05T17:00:39Z
dc.date.issued2020-05-05
dc.description.abstractThe 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.en_US
dc.format.extent32 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2ojjr-jtek
dc.identifier.urihttp://hdl.handle.net/11603/18487
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work 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 Impact of Math Talk and Flexible Grouping Strategies On Elementary Students’ Mathematical Achievementen_US
dc.typeTexten_US

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