Term
Summer 2017
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
James Brickwedde, Pd.D.
Secondary Advisor/Reader One
Renee Voltin
Peer-Reviewer/Reader Two
Kristy Weisser
Abstract
Following a nine-week math talk intervention across three classes and two alternative high school sites, an analysis is made of the effectiveness of number talks on building basic skills in understanding fractions, decimals, and percentages amongst alternative high school students. This intervention was embedded within a probability and statistics course. This intervention used a combination of qualitative and quantitative data to determine how large an impact these talks had on the students. While the sample size involved was small, increased understanding of these core skills was evident.
Research Methodology
Action Research, Field Study, Observation, Survey (attitude scale, opinion, questionnaire)
Keywords
At-risk Students, Mathematics, Teachers/ Teaching, Alternative High Schools
Recommended Citation
Duffy, Mark, "Can Frequent Use Of Number Talks Increase The Comprehension, Understanding, And Fluency Of Fractions, Decimals, And Percentages In Alternative High School Students?" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4299.
https://digitalcommons.hamline.edu/hse_all/4299