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Tools for Implementing Standards-Based Teaching for Low Achievers: A mixed methods study of grade 7, 8, & 9 students learning of fractions

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Abstract:

This study examines effects of the implementation of content specific and student-need specific computer-based learning tasks with students struggling to learn about fractions. We employed a three-phase mixed methods approach with 89 teachers of Grades 7, 8 and 9 to test a model for increasing lower performing students’ understanding, confidence, and achievement within the classroom context.

Most Common Document Word Stems:

student (28), clip (16), learn (14), achiev (13), mathemat (12), studi (11), teacher (10), implement (9), data (8), effect (8), educ (7), classroom (7), fraction (7), use (7), 1 (7), base (7), 2 (7), need (7), specif (7), understand (6), problem (6),
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
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http://www.pmena.org


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URL: http://citation.allacademic.com/meta/p189470_index.html
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MLA Citation:

Bruce, Catherine. and Ross, John. "Tools for Implementing Standards-Based Teaching for Low Achievers: A mixed methods study of grade 7, 8, & 9 students learning of fractions" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada, Oct 25, 2007 <Not Available>. 2013-12-15 <http://citation.allacademic.com/meta/p189470_index.html>

APA Citation:

Bruce, C. D. and Ross, J. A. , 2007-10-25 "Tools for Implementing Standards-Based Teaching for Low Achievers: A mixed methods study of grade 7, 8, & 9 students learning of fractions" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada Online <PDF>. 2013-12-15 from http://citation.allacademic.com/meta/p189470_index.html

Publication Type: Short Research Paper
Abstract: This study examines effects of the implementation of content specific and student-need specific computer-based learning tasks with students struggling to learn about fractions. We employed a three-phase mixed methods approach with 89 teachers of Grades 7, 8 and 9 to test a model for increasing lower performing students’ understanding, confidence, and achievement within the classroom context.

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