Date of Award
4-24-2018
Degree Type
Certificate of Advanced Study
Program
Connecticut Literacy Specialist
Advisor
Dr. Karen C. Waters
Abstract
Since the introduction of the CCSS, expectations in math have placed greater responsibility for problem-solving on students. No longer is computation the primary focus of elementary math instruction; instead the goal has shifted to student understanding of the mathematical contexts. The aim of this action research study, guided by Vygotsky’s theory of social constructivism, was to determine the effectiveness of integrating reading and content area math, while deepening students’ skills in vocabulary, journaling, and visualizing. Nine fifth-grade students receiving Tier 2 math intervention were selected to participate in the study. Data collection consisted of pre and post measures including criterion-referenced math assessment in problem-solving, aligned with the common core. Results showed that from pre to posttesting participants’ mean score increased from 68% correct to 80%, indicating that the integration of reading strategies into math content instruction is effective way for students to increase skill in word problem-solving.
Recommended Citation
Bachman O'Brien, J. (2018). Reading strategies in content area math. Unpublished Certificate of Advanced Study Thesis, Sacred Heart University, Fairfield, CT. Retrieved from http://digitalcommons.sacredheart.edu/lit/9/
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
Included in
Elementary Education and Teaching Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons
Comments
Prepared for EDR 692 Applied Reading and Language Arts Research. A thesis submitted in partial fulfillment of the coursework required for the post-masters' Certificate of Advanced Studies (CAS) in Literacy.