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ERIC Number: ED455117
Record Type: RIE
Publication Date: 2001-May
Pages: 62
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Increasing the Engagement and Understanding of Concepts in Mathematics.
Pinzker, Valerie
This study describes a program designed to alter instructional and assessment processes in mathematics in order to increase comprehension levels and engagement in mathematics. The targeted population consists of high school students in a community located in the western suburbs of a large metropolitan area. The socio-economic status of the community in which the school is located is middle to upper class. Evidence for the existence of the problem includes teacher observations, assessment scores, and student journal entries. Possible causes for the inadequate depth of involvement in mathematical activities and understanding of mathematical concepts can be divided into two categories. The student category includes attitudes and behaviors that contribute to the lack of engagement and understanding in mathematics. The instructional category includes limited teaching strategies, assessment techniques, and awareness of the importance of transfer. A review of the solution strategies suggested by professional literature, combined with an analysis of the setting of the problem, resulted in the selection of an interrelated three-part approach. The three-part approach incorporates cooperative learning, a portfolio, and math journals to improve engagement in mathematical activities and understanding of mathematical concepts. Post intervention data indicated an increase in the depth of involvement and engagement in mathematics as well as an increase in the understanding of mathematical concepts. These improvements in student achievement are reflected in students' grades and in student journal entries. (Contains 32 references.) (Author/ASK)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and Skylight Professional Development.