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A Descriptive Qualitative Study on A...

Lewis-Davis, Celita Marie.

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A Descriptive Qualitative Study on Algebra I Teachers' Perceptions of Math Literacy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Descriptive Qualitative Study on Algebra I Teachers' Perceptions of Math Literacy./
Author:	Lewis-Davis, Celita Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	140 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29063641
ISBN:	9798209988236

A Descriptive Qualitative Study on Algebra I Teachers' Perceptions of Math Literacy.
Lewis-Davis, Celita Marie.

A Descriptive Qualitative Study on Algebra I Teachers' Perceptions of Math Literacy. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 140 p.

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ed.D.)--Trident University International, 2022.

For students to be successful in future mathematics classes, mathematics teachers must be able to help students decipher content in Algebra I, the foundation of higher mathematics. Research on vocabulary in the math classroom shows there are multiple ways to represent vocabulary and reading comprehension. The research question, which focused on the impact of teaching vocabulary strategies and reading comprehension in an Algebra I classroom, was answered through interviews. Fourteen teacher interviews and a focus group were used as a data collection method in this study. The results were used to develop a plan of action which includes a training module for teachers, a blog for social media, and a summer camp for Pre-Algebra students. As a result of the materials developed in this research, teachers may acquire new skills and knowledge in math literacy to better support Algebra I students. The themes in this study were as follows: 1) Algebra I teachers believe that students need to 'speak' Algebra I language; 2) Algebra I teachers believe that the use of reading comprehension strategies is the key to student success; 3) Algebra I teachers need to have connections to students by using real-life situations; 4) Algebra I teachers need to be intentional about the use of vocabulary strategies in the classroom; 5) Algebra I teachers need specific staff development for math literacy in vocabulary attainment and reading comprehension; and 6) Algebra I teachers need time to plan and work with Professional Learning Communities to develop lessons that include vocabulary attainment and reading comprehension.

ISBN: 9798209988236Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Algebra

A Descriptive Qualitative Study on Algebra I Teachers' Perceptions of Math Literacy.
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245 1 2 $a A Descriptive Qualitative Study on Algebra I Teachers' Perceptions of Math Literacy.
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300 $a 140 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
500 $a Advisor: Frederick, Nicole.
502 $a Thesis (Ed.D.)--Trident University International, 2022.
520 $a For students to be successful in future mathematics classes, mathematics teachers must be able to help students decipher content in Algebra I, the foundation of higher mathematics. Research on vocabulary in the math classroom shows there are multiple ways to represent vocabulary and reading comprehension. The research question, which focused on the impact of teaching vocabulary strategies and reading comprehension in an Algebra I classroom, was answered through interviews. Fourteen teacher interviews and a focus group were used as a data collection method in this study. The results were used to develop a plan of action which includes a training module for teachers, a blog for social media, and a summer camp for Pre-Algebra students. As a result of the materials developed in this research, teachers may acquire new skills and knowledge in math literacy to better support Algebra I students. The themes in this study were as follows: 1) Algebra I teachers believe that students need to 'speak' Algebra I language; 2) Algebra I teachers believe that the use of reading comprehension strategies is the key to student success; 3) Algebra I teachers need to have connections to students by using real-life situations; 4) Algebra I teachers need to be intentional about the use of vocabulary strategies in the classroom; 5) Algebra I teachers need specific staff development for math literacy in vocabulary attainment and reading comprehension; and 6) Algebra I teachers need time to plan and work with Professional Learning Communities to develop lessons that include vocabulary attainment and reading comprehension.
590 $a School code: 1839.
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650 4 $a Reading instruction. $3 2122756
650 4 $a Teacher education. $3 3172312
653 $a Algebra
653 $a Literacy
653 $a Math education
653 $a Math literacy
653 $a Reading comprehension
653 $a Vocabulary
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