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dc.contributor.advisorWade, Carol H.
dc.contributor.authorRedinger, Laura
dc.date.accessioned2021-09-08T14:16:33Z
dc.date.available2021-09-08T14:16:33Z
dc.date.issued2017-12-15
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6691
dc.description.abstractUsing a Student Interest Inventory and interest-aligned mathematics problems, this article connects interest alignment with student performance. The findings from this pilot study reveal students’ performance increased when interest-based problems were incorporated into their mathematics curriculum. These findings serve to inform teachers wishing to increase student performance and engagement in their classroom. They may also inform teacher candidates completing the Educative Teacher Performance Assessment (edTPA), particularly with Task 1.
dc.subjectStudent Interest Inventory
dc.subjectEducative Teacher Performance Assessment
dc.subjectedTPA
dc.subjectMathematics
dc.subjectStudents Attitudes
dc.titleHow Does Using a Student Interest Inventory Benefit Teachers and Teacher Candidates?
dc.typethesis
refterms.dateFOA2021-09-08T14:16:33Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.source.statuspublished
dc.description.publicationtitleSenior Honors Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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