Math Time:

ISBN-13: 9786204182995 / Angielski / Miękka / 188 str.

Allison Temple; Shereeza Mohammed

Opis

A middle school in Nebraska increased the frequency of instructional time on mathematics instruction for a group of seventh and eighth grade students in order to achieve 100% proficiency for all students. A quantitative causal-comparative study was conducted using ex post facto data to analyze if there was a difference between the frequency of mathematics instruction, daily versus every-other-day, and the performance of seventh and eighth grade students on the Nebraska State Accountability Mathematics Assessment (NeSA-M). This study showed a statistically significant difference in seventh grade NeSA-M growth scores between students receiving instruction daily and students receiving instruction every-other-day. However, there was not a significant difference in eighth grade students' NeSA-M growth scores between students receiving instruction daily and students receiving instruction every-other-day. These results indicate a possible difference in the frequency of math instructional time needed for different grade levels for middle school students to optimize their performance on the Nebraska State Accountability Mathematics Assessment.

O autorze

Temple, Allison Dr. Allison Temple has taught Math and Science for 22 years in Nebraska. Her doctorate is in Organizational Leadership in Effective Schools. Dr. Shereeza Mohammed has taught Doctoral Research and published for over 16 years. Her career spans Science and Math Education at various educational institutions.