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Differentiated Mathematics Instruction : = An Action Research Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Differentiated Mathematics Instruction :/
其他題名:	An Action Research Study.
作者:	Cannon, Melinda A.
面頁冊數:	1 online resource (102 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355072228

Differentiated Mathematics Instruction : = An Action Research Study.
Cannon, Melinda A.

Differentiated Mathematics Instruction :An Action Research Study. - 1 online resource (102 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--University of South Carolina, 2017.

Includes bibliographical references

The purpose of this action research study was to evaluate the relationship between two third grade mathematics classroom; one with differentiated pedagogy and other with traditional pedagogy. To fulfill these purposes, the study tested the hypothesis utilizing an independent t-test. The t-test was used to identify statistical differences among variables. The participant-researcher utilized a differentiated mathematics instructional strategy of small group instruction, collaborative group instruction, and online instruction with one classroom and traditional lecture style pedagogy with the other classroom over a five week period in preparation for a Post-Assessment. Quantitative data included Mathematics Pre- and Post-Test scores which were given to students to gage their mathematical problem solving abilities before and after the comparison study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355072228Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

Differentiated Mathematics Instruction : = An Action Research Study.
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Ken Vogler.
502 $a Thesis (Ed.D.)--University of South Carolina, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this action research study was to evaluate the relationship between two third grade mathematics classroom; one with differentiated pedagogy and other with traditional pedagogy. To fulfill these purposes, the study tested the hypothesis utilizing an independent t-test. The t-test was used to identify statistical differences among variables. The participant-researcher utilized a differentiated mathematics instructional strategy of small group instruction, collaborative group instruction, and online instruction with one classroom and traditional lecture style pedagogy with the other classroom over a five week period in preparation for a Post-Assessment. Quantitative data included Mathematics Pre- and Post-Test scores which were given to students to gage their mathematical problem solving abilities before and after the comparison study.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Curriculum development. $3 1148494
650 4 $a Instructional design. $3 1148462
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
690 $a 0727
690 $a 0447
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of South Carolina. $b Curriculum and Instruction. $3 1179361
773 0 $t Dissertation Abstracts International $g 78-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10263089 $z click for full text (PQDT)