The Effects of Math Recovery on the Low-Performing Mathematics Student

Autor/in	Rossiter, Robert F.
Titel	The Effects of Math Recovery on the Low-Performing Mathematics Student
Quelle	(2012), (131 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Missouri - Kansas City
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-0828-3
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Grade 9; Algebra; Geometry; Secondary School Mathematics; Scores; Gender Differences; Racial Differences; Mathematics Achievement; Suburban Schools; High School Students; Comparative Analysis; Program Effectiveness; Experimental Groups; Control Groups; Intervention; Grade 8; Grade 10 + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; School year 09; 9. Schuljahr; Schuljahr 09; Geometrie; Geschlechterkonflikt; Rassenunterschied; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This study examined the effectiveness of the course, Math Recovery, on a group of ninth-grade students enrolled in the course Algebra/Geometry I measured by course grades and subsequent tenth-grade MAP scores. In addition, gender and race differences were investigated in this study to determine the impact, if any, on academic achievement. The students in this study attended one of three large high schools belonging to a large suburban school district. The students in the ninth-grade course, Algebra/Geometry I, were split into two groups, those enrolled in Math Recovery, the treatment group, and those not enrolled in Math Recovery. The student enrolled in the Algebra/Geometry I courses contained students from both the treatment and non-treatment groups. The participants of this study were a total of 152 students divided between a treatment group, students enrolled in Math Recovery, totaling 32 students and a non-treatment group, students not enrolled in Math Recovery, totaling 120 students. Because the students enrolled in Math Recovery were students deemed to be mathematically deficient, the students' eighth-grade MAP scores were used as a covariate in order to remove the variance the academic scores have on the ninth-grade grades and tenth-grade MAP scores. The findings of this study showed there were no significant differences in the grades or tenth-grade MAP scores between students enrolled in Math Recovery and those students not enrolled in the course. In addition, the same results, no significant differences existed, when the groups were disaggregated by gender and race. Most importantly, students leaving the eight-grade, who were mathematically deficient, demonstrated through their grades that they had parity with students not in the Math Recovery course. The results of this study indicated that providing academically lacking mathematically students with the proper mathematically support kept these students even with those students who did not receive the support course. [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	2017/4/10