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Increasing Retention through Math St...

Middendorf, Jessica Clara.

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Increasing Retention through Math Study Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Increasing Retention through Math Study Skills./
Author:	Middendorf, Jessica Clara.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	61 p.
Notes:	Source: Masters Abstracts International, Volume: 57-06.
Contained By:	Masters Abstracts International57-06(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10791868
ISBN:	9780438080522

Increasing Retention through Math Study Skills.
Middendorf, Jessica Clara.

Increasing Retention through Math Study Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 61 p.

Source: Masters Abstracts International, Volume: 57-06.

Thesis (M.S.Ed.)--Western Illinois University, 2018.

According to Lee and Bull (2016), "working memory is involved in short-term memory storage, reasoning, problem solving, and other higher cognitive tasks that require simultaneous representation and manipulation of information" (p. 869). Students cannot retain math concepts without a good working memory (Alloway, Banner, & Smith, 2010). The purpose of this action research project was to investigate the effects of teaching math study skills on retention of math concepts, math anxiety, and math cognition to high school geometry students with a specific learning disability (SLD). Each student received a math study skills notebook to document important information from each class; the researcher explicitly guided the students with the information to put in their notebooks. Data on participation in class, exit tickets, formative assessments, and summative assessments were collected for eight weeks. Results indicated that implementing the math study skills notebook correlated with math cognition and decreased math anxiety, but not necessarily increased math retention.

ISBN: 9780438080522Subjects--Topical Terms:

516693
Special education.

Increasing Retention through Math Study Skills.
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500 $a Source: Masters Abstracts International, Volume: 57-06.
500 $a Adviser: Christine Anderson.
502 $a Thesis (M.S.Ed.)--Western Illinois University, 2018.
520 $a According to Lee and Bull (2016), "working memory is involved in short-term memory storage, reasoning, problem solving, and other higher cognitive tasks that require simultaneous representation and manipulation of information" (p. 869). Students cannot retain math concepts without a good working memory (Alloway, Banner, & Smith, 2010). The purpose of this action research project was to investigate the effects of teaching math study skills on retention of math concepts, math anxiety, and math cognition to high school geometry students with a specific learning disability (SLD). Each student received a math study skills notebook to document important information from each class; the researcher explicitly guided the students with the information to put in their notebooks. Data on participation in class, exit tickets, formative assessments, and summative assessments were collected for eight weeks. Results indicated that implementing the math study skills notebook correlated with math cognition and decreased math anxiety, but not necessarily increased math retention.
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