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The effects of math instruction on f...

Simpson, Rosalind J.

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The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement./
Author:	Simpson, Rosalind J.
Description:	193 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465593
ISBN:	9781124776040

The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement.
Simpson, Rosalind J.

The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement. - 193 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .

Thesis (Ed.D.)--University of San Francisco, 2011.

This mixed-methods study examined the effects of instruction on elementary students' math performance across four inclusive general education classrooms. There were 106 fifth-grade students (58 females and 48 males) from culturally diverse backgrounds participating in the four intact math groups. The treatment was the delivery of math instruction infused with the Afrocultural dimensions of communalism, orality, and movement in the learning context of the classroom. The intervention was implemented within each inclusive general education fifth grade math group, four days a week, excluding holidays and testing on Fridays, 60 minutes for each lesson, for four weeks, which totaled 14 sessions. The study also explored students' and teachers' attitudes toward math in inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement. Results included a paired-samples t-test that revealed no statistically significant difference in pretest and posttest mean scores for the whole group or for any individual group after receiving four weeks of treatment. Additionally, student focus group interviews discovered that students valued receiving help from peers in small communal groups, preferred to wait and take turns to speak without others speaking simultaneously with them, and appreciated movement opportunities during the math instructional period. Finally, teacher open-ended interviews reported high levels of student engagement within the communal groups, teacher commitments to incorporating communal groups into standard teaching practices, and evidenced that the implementation of the overlapping speech component of orality was complex. Results and implications for research and practice are discussed for the use of the Afrocultural dimensions of communalism, orality, and movement in elementary classrooms and inclusion in teacher training programs.

ISBN: 9781124776040Subjects--Topical Terms:

1017588
Education, Mathematics.

The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement.
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100 1 $a Simpson, Rosalind J. $3 1678461
245 1 4 $a The effects of math instruction on fifth grade elementary students' math performance across four inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement.
300 $a 193 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
500 $a Adviser: Yvonne Bui.
502 $a Thesis (Ed.D.)--University of San Francisco, 2011.
520 $a This mixed-methods study examined the effects of instruction on elementary students' math performance across four inclusive general education classrooms. There were 106 fifth-grade students (58 females and 48 males) from culturally diverse backgrounds participating in the four intact math groups. The treatment was the delivery of math instruction infused with the Afrocultural dimensions of communalism, orality, and movement in the learning context of the classroom. The intervention was implemented within each inclusive general education fifth grade math group, four days a week, excluding holidays and testing on Fridays, 60 minutes for each lesson, for four weeks, which totaled 14 sessions. The study also explored students' and teachers' attitudes toward math in inclusive general education classrooms infused with the Afrocultural dimensions of communalism, orality, and movement. Results included a paired-samples t-test that revealed no statistically significant difference in pretest and posttest mean scores for the whole group or for any individual group after receiving four weeks of treatment. Additionally, student focus group interviews discovered that students valued receiving help from peers in small communal groups, preferred to wait and take turns to speak without others speaking simultaneously with them, and appreciated movement opportunities during the math instructional period. Finally, teacher open-ended interviews reported high levels of student engagement within the communal groups, teacher commitments to incorporating communal groups into standard teaching practices, and evidenced that the implementation of the overlapping speech component of orality was complex. Results and implications for research and practice are discussed for the use of the Afrocultural dimensions of communalism, orality, and movement in elementary classrooms and inclusion in teacher training programs.
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