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.

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