008 |
|
111004s2010 miua fs eng |
020 |
|
|a9781109359015
|
035 |
|
|a(UMI)AAI1471237
|
040 |
|
|aUMI|beng|cUMI|dTMUE|eAACR2
|
100 |
1
|
|aBriese, Krystle.
|
245 |
10
|
|a"How would you solve it?": Individual word problem solving success through daily group collaboration of 5th grade students.|h[electronic resource]
|
260 |
|
|aAnn Arbor, Mich.|bUMI|c2009
|
300 |
|
|a73 p.
|
500 |
|
|aSource: Masters Abstracts International, Volume: 48-01, page: 0063.
|
500 |
|
|aAdviser: Barbara J. Merino.
|
502 |
|
|aThesis (M.A.)--University of California, Davis, 2009.
|
520 |
|
|aResearch Question. How does collaborating daily to solve math word problems on number theory and fractions using scaffolded strategies to support reading comprehension and math concept development influence performance on word problems? Subquestions. Does the protocol for problem analysis help solve or apply to all word problems? How successful are the English Learners (ELs) compared to the English Only (EOs) students in this study in applying the protocol and in showing growth?
|
520 |
|
|aResearch Activities. Context. This study took place in a 5th grade classroom with 26 students (13 English learners) in a highly diverse large school district. This study focuses on six students across English learning levels, performance in mathematics (with two at each the low, medium and high level of mathematics). Methods and Data. This intervention occurred over a twenty-one day period and consisted of three five-day lesson cycles in which students worked in groups of 3 to discuss and complete mathematical word problems. Each five-day lesson cycle was followed on the sixth day by a quiz and the seventh day by one-third of a chapter test. Groups and word problems were designed to allow for discussion and collaboration to find solutions and later independent success on quizzes and exams. Results. Student attitudes of themselves as successful mathematical word problem solvers improved by 33%, as did their confidence in the ability to solve them. Student performance on word problems in mathematics quizzes and tests improved and students used more grade-level appropriate academic vocabulary when discussing mathematics. Additionally, students who were English Learners participated in group discussions, including adding their own methods for solving and giving feedback to their peers. Conclusions. Having students work collaboratively to solve word problems can be beneficial to student problem solving abilities and/or their confidence in mathematics. It is also one way for students to share and discuss methods for problem solving, and give English Learners more opportunities for speaking practice.
|
520 |
|
|aGrade Level. Fifth Grade
|
520 |
|
|aData Collection Methods. Observational teacher notes, evaluation/feedback, attendance tallies, curriculum assessment (publisher created), focus group notes, questionnaire, student work, whole-class discussion notes, attitudinal surveys, self-assessments.
|
520 |
|
|aCurriculum Areas. Math
|
520 |
|
|aInstructional Approaches. Assessment/evaluation, class discussion, collaboration/teaming, cooperative learning, math---word/story problems, student engagement.
|
590 |
|
|aSchool code: 0029.
|
650 |
4
|
|aEducation, Mathematics.
|
650 |
4
|
|aEducation, Elementary.
|
690 |
|
|a0280
|
690 |
|
|a0524
|
710 |
2
|
|aUniversity of California, Davis.
|
773 |
0
|
|g48-01.|tMasters Abstracts International
|
790 |
10
|
|aMerino, Barbara J.,|eadvisor
|
790 |
|
|a0029
|
791 |
|
|aM.A.
|
792 |
|
|a2009
|
856 |
40
|
|uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1471237
|