Term

Spring 2017

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

James Brickwedde, Ph.D.

Secondary Advisor/Reader One

Margaret Williams

Peer-Reviewer/Reader Two

Elisabeth Carlson Williams

Abstract

The core goal of this study was to answer the question, How do daily math talks impact student achievement in kindergarten? Math talks were implemented daily in a Title I kindergarten classroom over a period of six weeks. The findings suggest that the use of math talks as an integral part of instruction positively impact student achievement. The average growth in the experimental group was an increase of 42% in the composite scores by the end of the study, compared to a 31% increase in the control group. The experimental group in this study started as a more emergent group than the control group, yet showed accelerated growth at a higher rate than their counterparts in classrooms without daily math talks as well as the other kindergarten classrooms across the school district regardless of socio-economic variances.

Research Methodology

Action Research

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