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
Keywords
Achievement, At-risk Students, Grades/ Student Performance, Mathematics
Recommended Citation
Payan, Emily, "The Impact Of Math Talks On Student Achievement In Kindergarten" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4351.
https://digitalcommons.hamline.edu/hse_all/4351