Year: 2012
Type: dissertation
Study design: Observational Study
Abstract: The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine to what extent the variability in verbalization scores is related to scores on a reliable measure of reading (DIBELS Next) and math (easyCBM) and to student factors (e.g. sex, grade, economic status). \n \nIn light of the 2014 implementation of the Common Core State Standards and related measures of student performance, both of which contain components of language in mathematics curriculum and assessment, it was the intent of this study to identify factors associated with verbalization on sample math word problems that could be correlated with student performance on reliable, commonly used assessments of reading and math. \n \nThe sample for analysis included 105 intermediate-grade students from one elementary school in the Pacific Northwest. \n \nResults support a relation between students' verbalizations about math word problems and benchmark assessments in reading and math. Limitations of the study, considerations for future research, and implications for practice are discussed.
Author: Cathryn Colley Lambeth
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Oregon
OpenAlex ID: W996659990