Date of Award
2018
Document Type
Open Access Dissertation
Department
Educational Studies
Sub-Department
College of Education
First Advisor
Todd Lilly
Abstract
This paper addresses a need for change in instructional practices to improve student performance in transferring of mathematical concepts to mathematical applications in Algebra 2 classes at Burdine High School (BHS) in South Carolina. The teacher-researcher has created a mathematics literacy instructional model, the Functional Linguistics of Mathematics Instruction model, which was implemented during an instructional unit on quadratic functions. A mixed methods design with an action research approach was utilized to determine the effects of this model on students’ performance on an application-based assessment. Preliminary findings suggest initial success with the model as a remedy for applied mathematics shortcomings among Algebra 2 students at BHS. Reflections, suggestions for further research, and a step-by-step action plan for direct implementation as a result of this study are discussed. This paper serves as the communication of this study’s conceptual framework, design, research context, findings, summary, action plan, and conclusion.
Rights
© 2018, Susan Ray Burnett
Recommended Citation
Burnett, S. R.(2018). The Effect of the Functional Linguistics of Mathematics Instruction (FLMI) Model on Quadratic Application Skills in Algebra. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4891