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dc.contributor.authorGates, Leigh
dc.description.abstractThe adoption of the Common Core State Standards (CCSS) came many high expectations including the CCSS offering a "foundation for the development of more rigorous, focused, and coherent mathematics curricula" (NCTM, 2016, para 1). The following study focuses on an intervention to investigate a specific differentiated instruction strategy to use in a mathematics inclusive classroom to increase student achievement. More specifically the intervention includes two strategies to solve equations (1) algebraic method and (2) hands-on method. The data showed that the intervention provided improvements to student achievement when solving equations in a 7th grade mathematics classroom. Another finding indicated that more students felt comfortable solving equations using the algebraic method. Future research can focus in a different setting to further investigate the differentiated instructional strategies from the study. [from author's abstract]en_US
dc.description.sponsorship1 online resource (i, 53 pages) : illustrations.en_US
dc.publisherState University of New York College at Fredoniaen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.subjectCommon Core State Standards (Education)en_US
dc.subjectAlgebra---Study and teaching (Middle school)---Standards.en_US
dc.subjectAcademic achievement---Research---New York (State).en_US
dc.titleWhat effect will a mathematics intervention have on 7th grade students' achievement solving equations?en_US
dc.description.institutionSUNY at Fredonia

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Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States