The Effects of a Ninth Grade Mathematics Intervention on Academic Achievement and Perceptions of Mathematics

Autor/in	Briatta, Nicole T.
Titel	The Effects of a Ninth Grade Mathematics Intervention on Academic Achievement and Perceptions of Mathematics
Quelle	(2019), (191 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Western Illinois University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-3437-2
Schlagwörter	Hochschulschrift; Dissertation; College Freshmen; College Mathematics; Mathematics Instruction; Intervention; Knowledge Level; Student Attitudes; Grouping (Instructional Purposes); Heterogeneous Grouping; Homogeneous Grouping; Grades (Scholastic); Program Effectiveness; Student Characteristics; Racial Differences; Ethnicity; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienanfänger; Mathematics lessons; Mathematikunterricht; Wissensbasis; Schülerverhalten; Grouping; Gruppenbildung; Homogene Gruppierung; Niveaugruppierung; Streaming; Notenspiegel; Rassenunterschied; Ethnizität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this quantitative study was to determine the effectiveness of one specific freshman mathematics intervention program on improving students' mathematics knowledge and to examine student perceptions and attitudes towards mathematics. Students participating in the mathematics intervention program were assigned to two math classes each semester during their freshman year. Freshmen taking Math 1 were grouped heterogeneously for their regular Math 1 class and students identified as needing support were grouped homogenously for their additional mathematics support class. Historical data accompanied by survey data for two cohorts of students was utilized to determine differences in mathematics performance between students enrolled in the freshman-level support course and students not enrolled in the support course. The MAPS survey was administered to both cohorts of students to gather students' perceptions about their mathematical thinking. The study found that students enrolled in the support course had lower average mathematics course grades than students not enrolled in the support course during their freshmen and sophomore mathematics courses. However, these differences were not significant for either cohort of students. Other findings of the study revealed significant differences in students' attitudes and perceptions of mathematics between students enrolled in the support course and students not enrolled in the support and no significant differences in mathematics success based on the demographic factors among students enrolled in the support course. The study concluded that while students in the support course were still earning a lower Math 1 course grade average, there were inconsistencies in the significance of those differences. Another conclusion of the study was that neither students enrolled in the support course nor students not enrolled in the support course are thinking like mathematicians. Lastly, it was evident that the racial demographics of the population of students in the support course do not reflect the racial demographics of students in the district. The findings of this study indicate a need for this research to continue with additional cohorts of students. Additionally, the results of this study reveal that more work needs to be done to shift students' attitudes and perceptions of mathematics so that students view mathematics as accessible, flexible, and relevant. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01