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Differentiated Mathematics Instructi...

Cannon, Melinda A.

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Differentiated Mathematics Instruction: An Action Research Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Differentiated Mathematics Instruction: An Action Research Study./
Author:	Cannon, Melinda A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	102 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10263089
ISBN:	9780355072228

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

Differentiated Mathematics Instruction: An Action Research Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 102 p.

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

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

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.

ISBN: 9780355072228Subjects--Topical Terms:

641129
Mathematics education.

Differentiated Mathematics Instruction: An Action Research Study.
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500 $a Adviser: Ken Vogler.
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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.
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650 4 $a Curriculum development. $3 684418
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