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Teaching algebraic problem-solving t...

Chyu, Chi-Oy Wei.

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Teaching algebraic problem-solving to Chinese JHS students with limited English proficiency.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching algebraic problem-solving to Chinese JHS students with limited English proficiency./
作者:	Chyu, Chi-Oy Wei.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1989,
面頁冊數:	103 p.
附註:	Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3878.
Contained By:	Dissertation Abstracts International50-12A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9002517

Teaching algebraic problem-solving to Chinese JHS students with limited English proficiency.
Chyu, Chi-Oy Wei.

Teaching algebraic problem-solving to Chinese JHS students with limited English proficiency. - Ann Arbor : ProQuest Dissertations & Theses, 1989 - 103 p.

Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3878.

Thesis (Ed.D.)--Teachers College, Columbia University, 1989.

Due to language barriers and cultural differences, students with limited English proficiency (LEP) have special needs. Chinese LEP students, in addition to possessing these general attributes, have a unique background exhibiting strengths which have not been exploited. Consequently, there is need for a study designed to incorporate strategies utilizing these strengths for activating effective teaching of algebraic problem solving to Chinese LEP Junior high school students.Subjects--Topical Terms:

641129
Mathematics education.

Teaching algebraic problem-solving to Chinese JHS students with limited English proficiency.
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100 1 $a Chyu, Chi-Oy Wei. $3 3341731
245 1 0 $a Teaching algebraic problem-solving to Chinese JHS students with limited English proficiency.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1989
300 $a 103 p.
500 $a Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3878.
500 $a Sponsor: Bruce R. Vogeli.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1989.
520 $a Due to language barriers and cultural differences, students with limited English proficiency (LEP) have special needs. Chinese LEP students, in addition to possessing these general attributes, have a unique background exhibiting strengths which have not been exploited. Consequently, there is need for a study designed to incorporate strategies utilizing these strengths for activating effective teaching of algebraic problem solving to Chinese LEP Junior high school students.
520 $a The purposes of this study are to develop curricular units for elevating these students' algebraic problem solving competency, and to conduct a preliminary trial of these units to determine their effectiveness with the target population.
520 $a The proposed approach, called the "nested spiral approach," was inspired by bilingual mathematics teaching experience, aided by the consideration of relevant literature comprising general mathematics learning and instruction theories, bilingual education theories, learning of mathematical problem solving for regular mainstream students and for LEP students. This approach consists of five steps: preview, exploring, lecture, exercise and review. Both languages were given balanced emphasis. In order to apply this approach to achieve the goals set forth above, instructional units covering five major topics were prepared and a sample of twenty eighth-graders was selected from the target population to which the units were taught. Prior to the onset of teaching instructional units, a pretest was administered in English. A translated Chinese version of the pretest was administered under the same conditions. At the end of the treatment, English and Chinese versions of a posttest consisting of similar test items were administered. Test scores were analyzed and conclusions were drawn.
520 $a Major findings included the following: All subjects scored higher on the posttest than on the pretest in both language versions. The mean score on the Chinese version of the test was higher than that on the English version of the same test. The difference between two versions decreased on the posttest as compared with the pretest. Moreover, understanding the statement of problems In English was the major difficulty that they encountered. The sequence of administering the two language versions of tests did not affect the outcomes. A review of findings In this study suggests that the "nested spiral approach" aids in facilitating the intended learning. Students' mathematics competency was enhanced along with their language proficiency both individually and as a group.
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773 0 $t Dissertation Abstracts International $g 50-12A.
790 $a 0055
791 $a Ed.D.
792 $a 1989
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9002517