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)

Included in

Education Commons

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