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首页> 外文学位 >Reactions of LEP (Spanish) students to four methodological approaches in a 9th grade mathematics class.
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Reactions of LEP (Spanish) students to four methodological approaches in a 9th grade mathematics class.

机译：LEP（西班牙）学生对9年级数学课程中的四种方法学方法的反应。

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摘要

The purpose of this investigation was to design and field test lesson plans that incorporate a variety of methodologies intended to enhance the mathematics achievement of LEP (Spanish) students. The investigation was based upon a review of the literature on the mathematics education of LEP students, development of 20 curricular lessons that were implemented in an urban public high school, responses to student questionnaires, and evaluation by a four member panel.; After surveying the literature on the education of limited English proficient students, the investigator wrote 20 curricular lessons using the following four methodologies: peer tutoring, cooperative learning, manipulatives, and curriculum supplements. These methodological approaches were designed to enhance portions of the 9th grade mathematics curriculum that is dependent upon standard textbooks. The investigator then used the lessons in an urban public high school in New York State for a field trial. The field trial lasted 10 weeks and a total of 22 students participated.; At the beginning of each unit, the students were given a pre-assessment on the mathematical topic. After the entire unit had been taught using one of the four methodological approaches, the students were given a post-assessment. Additionally they were asked to complete a questionnaire regarding the use of the methodological approach used throughout the unit. The investigator maintained a daily log during the field test. Finally the four member panel reviewed the 20 curricular lessons and completed an evaluation form supplied by the investigator.; The investigator's log entries indicated that the students were extremely motivated to learn throughout the entire field test. The students' responses revealed that all four methodologies helped students learn the required mathematical skills. The student responses indicated that they enjoyed working with manipulatives the most followed by peer tutoring, cooperative learning, and lastly curriculum supplements.
机译：这项调查的目的是设计和现场测试课程计划，其中包含旨在提高LEP（西班牙语）学生的数学成绩的各种方法。这项调查基于对LEP学生的数学教育的文献综述，在城市公立高中实施的20门课程的开发，对学生问卷的答复以及由四个成员组成的小组的评估。在对有关英语能力有限的学生的教育文献进行调查后，研究人员使用以下四种方法编写了20门课程：同伴辅导，合作学习，手法和课程补充。这些方法论方法旨在增强依赖于标准教科书的9年级以上数学课程的某些部分。然后，研究人员将这门课用于纽约州一家城市公立中学的实地试用。现场试验历时10周，共有22名学生参加。在每个单元的开始，对学生进行了有关数学主题的预评估。在使用四种方法之一对整个单元进行教学后，对学生进行了评估。此外，还要求他们填写一份有关整个单位使用的方法学方法的调查表。在现场测试期间，研究人员保持每日日志记录。最后，由四个成员组成的小组审查了20个课程，并完成了调查员提供的评估表。研究人员的日志记录表明，学生在整个现场测试中都非常有动力学习。学生的回答表明，所有四种方法都可以帮助学生学习所需的数学技能。学生的回答表明，他们最喜欢与操作手一起工作，其次是同伴辅导，合作学习和最后的课程补充。

著录项

  • 作者

    Hindley, Leah Marie.;

  • 作者单位

    Columbia University Teachers College.;

  • 授予单位 Columbia University Teachers College.;
  • 学科 Education Mathematics.; Education Secondary.; Education Bilingual and Multicultural.
  • 学位 Ed.D.
  • 年度 2003
  • 页码 141 p.
  • 总页数 141
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;
  • 关键词

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