Date of Award
2017
Document Type
Open Access Dissertation
Department
Instruction and Teacher Education
Sub-Department
College of Education
First Advisor
Ken Vogler
Abstract
The purpose of this action research study was to evaluate the relationship between two third grade mathematics classroom; one with differentiated pedagogy and other with traditional pedagogy. To fulfill these purposes, the study tested the hypothesis utilizing an independent t-test. The t-test was used to identify statistical differences among variables. The participant-researcher utilized a differentiated mathematics instructional strategy of small group instruction, collaborative group instruction, and online instruction with one classroom and traditional lecture style pedagogy with the other classroom over a five week period in preparation for a Post-Assessment. Quantitative data included Mathematics Pre- and Post-Test scores which were given to students to gage their mathematical problem solving abilities before and after the comparison study.
Rights
© 2017, Melinda A Cannon
Recommended Citation
Cannon, M. A.(2017). Differentiated Mathematics Instruction: An Action Research Study. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4222