Term
Summer 8-15-2016
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
James Brickwedde
Secondary Advisor/Reader One
Margaret Williams
Peer-Reviewer/Reader Two
Kandy Schroer
Abstract
The research question addressed in this project was: How does a Targeted Services intervention program focused on base-ten place value development impact the growth of second graders in meeting district achievement expectations in mathematics? This research was inspired by the importance of helping underachieving students reach grade level expectations in the area of place value and applying this understanding in solving addition and subtraction problems. The research took place during twenty after-school class sessions. Data was collected through assessments, student journal questions, and teacher observations. The data was used to plan instruction throughout the course and to monitor growth and understanding over time. The outcome of the research will be used to guide future instruction, especially as it pertains to interventions.
Research Methodology
Action Research, Observation, Program Evaluation
Keywords
At-risk Students, Developmentally Appropriate Practice, Mathematics, Intervention
Recommended Citation
Shelley, Katherine J., "How Does A Targeted Services Intervention Program Focused On Base-Ten Place Value Development Impacts Growth Of Second Graders In Mathematics" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4197.
https://digitalcommons.hamline.edu/hse_all/4197