Search

This study examined the effect of the eight Common Core mathematical practices on math achievement and math attitudes for a sample of low-performing students in Grade 6. The treatment sample (n = 63) consisted of four classes of Grade 6 students who had scored below proficient levels in state math assessments. This study was conducted in a high-performing, ethnically and economically diverse public middle school located in suburban New York State. The intervention was a combination of self-regulation and instructional strategies based on the Common Core mathematical practices. Data were collected to measure academic growth from fall to spring for the treatment group (n = 63) using the standardized Measures of Academic Progress (NWEA, 2014) and were compared with the following groups: (a) a control group (n = 39) of similar students who received extra time but did not receive these specific interventions and (b) a comparison group (n = 62) of students who did not receive any extended instructional time. A repeated measure, two-way ANOVA analysis was conducted on the math growth score from fall to winter to determine if there was a significant difference in the performance of general education students, special education students, and students classified as English language learners (ELL) in each of the three groups. The survey "Attitudes towards mathematics inventory" (ATMI) (Tapia & Marsh 2002) was administered to students in the experimental group. A repeated measures ANOVA analysis was conducted on the scores from pre-test and post-test of four factors: self-confidence, value, enjoyment, and motivation in mathematics. The results from the NWEA data analyses did not show significant difference in the math achievement of the experimental group as compared to the control or comparison group after 12 weeks of intervention. The results from the ATMI data analyses showed improvement in motivation and the value of mathematics but no significant difference in enjoyment of mathematics or the self-confidence of students in mathematics. Findings of the study suggest that developing mathematical practices and creating an environment of growth mindset in math classrooms for students who struggle in math can lead to improved outcomes in attitudes and achievement in math. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]