Improving Proficiency: A Design and Development Case Study Using Learning Centers within Secondary Mathematics

Autor/in	Culleny, Stacey Renee
Titel	Improving Proficiency: A Design and Development Case Study Using Learning Centers within Secondary Mathematics
Quelle	(2021), (269 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8674-7
Schlagwörter	Hochschulschrift; Dissertation; Secondary Education; Secondary School Students; Mathematics; Teaching Methods; Constructivism (Learning); Cooperation; Technology Integration; Small Group Instruction; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sekundarbereich; Sekundarschüler; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation
Abstract	American secondary mathematics students continue to rank below average when compared to other developed countries. The purpose of this qualitative design and development case study was to determine if mathematical proficiency would improve if students participated in learning center instruction versus traditional direct instruction. This study followed the conceptual framework of constructivism and was guided by three research questions. The researcher assumed a dual role throughout the study. The procedure involved the design and development, and delivery of two instructional modalities. Student participants were enrolled in a secondary-level mathematics class at a New Jersey university. The control group consisted of 19 students, taught via traditional direct instruction. The experimental group consisted of 23 students, taught via learning center instruction. In response to the first research question, learning center instruction was designed with three rotating stations of peer collaboration, technology, and small group. Following three weeks of instruction, data from a post-test revealed the answer to the second research question: students taught via learning centers outscored the control group. Student journals, surveys, and researcher notes helped answer the third research question; analysis revealed four common themes. Questions, teamwork, visual learning, and personalized were the main differences between the two groups' experiences. Recommendations for future practice include professional development for math teachers on constructivist methods. In addition, inclusion of small group instruction, peer collaboration, metacognitive practices, and technology should be considered. Future research might include a repeat study with true high school students and quantitative methods. An implication of the study's instructional design, and consequential improved mathematical proficiency, is developed members of society who are better prepared to problem-solve and collaborate with peers for common solutions. [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