Date of Award

Fall 2020

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Michael M. Grant

Second Advisor

Tammi D. Kolski

Abstract

The purpose of this action research was to evaluate the impact of writing prompts and graphic organizers on Mona school’s 7th and 8th grade students’ mathematical academic achievement and their attitudes towards the authentic application of mathematics. Two research questions guided the study: (1) How and to what extent, do writing prompts and graphic organizers impact 7th and 8th grade students’ mathematical achievement and attitudes towards mathematics? (2) What were the 7th and 8th grade students’ perceptions about the implementation of authentic writing prompts and graphic organizers in a mathematics course at Mona school? This action research followed a convergent parallel mixed methods study design and consisted of 13 participants. The innovation of implementing writing prompts and graphic organizers was blended with activities, discussions, and traditional teaching methods. Three data collection methods were used over the 13-week unit: formative and summative assessments, semi-structured focus group interviews, and questionnaires. These data sets were analyzed independently and integrated to present the findings. These data sets were analyzed independently and integrated to present the findings.

The study found learning gains in the middle school students’ mathematical knowledge with the inclusion of writing prompts and graphic organizers. As well, the use of writing prompts and graphic organizers helped students see how mathematical concepts were applied in their everyday lives. Areas for future research center around the use of mathematical writing prompts and graphic organizers as a way to determine if students at this younger, pivotal age, could advance their mathematical knowledge.

Rights

© 2020, Kyla Candee Steppler

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