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The perspectives of twelfth-grade st...

Johnson, Melloney W. A.

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The perspectives of twelfth-grade students toward the acquisition of algebraic skills throughout high school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The perspectives of twelfth-grade students toward the acquisition of algebraic skills throughout high school./
Author:	Johnson, Melloney W. A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	161 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258666
ISBN:	9781369643817

The perspectives of twelfth-grade students toward the acquisition of algebraic skills throughout high school.
Johnson, Melloney W. A.

The perspectives of twelfth-grade students toward the acquisition of algebraic skills throughout high school. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 161 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

Too many students do not learn algebra and therefore do not graduate from high school. This basic qualitative study conducted in a large suburban public school district explored the perspectives of high school seniors who were at least 18 years old and at risk for not graduating from high school because they had not demonstrated an adequate learning of algebra. Participants engaged in 1-to-1 semistructured interviews. Algebra 1 performance data were collected via final grades and end-of-course test scores and reports. Additionally, participants completed the Attitudes toward Math Inventory and these results provided data on their perspectives toward math. Responses to the Attitudes toward Math Inventory revealed that the highest average for all participants was in their value for learning math. The interviews revealed that the value that the participants placed on learning math, in this case Algebra 1, was relevant to the value that they placed on graduating from high school and not on learning higher levels of math.

ISBN: 9781369643817Subjects--Topical Terms:

529436
Educational leadership.

The perspectives of twelfth-grade students toward the acquisition of algebraic skills throughout high school.
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Lisa Garcia.
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520 $a Too many students do not learn algebra and therefore do not graduate from high school. This basic qualitative study conducted in a large suburban public school district explored the perspectives of high school seniors who were at least 18 years old and at risk for not graduating from high school because they had not demonstrated an adequate learning of algebra. Participants engaged in 1-to-1 semistructured interviews. Algebra 1 performance data were collected via final grades and end-of-course test scores and reports. Additionally, participants completed the Attitudes toward Math Inventory and these results provided data on their perspectives toward math. Responses to the Attitudes toward Math Inventory revealed that the highest average for all participants was in their value for learning math. The interviews revealed that the value that the participants placed on learning math, in this case Algebra 1, was relevant to the value that they placed on graduating from high school and not on learning higher levels of math.
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