Date Approved

4-14-2004

Embargo Period

4-21-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Ted

Subject(s)

Mathematics--Study and teaching (Elementary)

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purposes of the study were to research, develop and implement differentiated, hands on mathematics instruction strategies with mathematics teachers in grades six through eight for improvement of student learning. Teachers, through collaborative action research, created and implemented student centered, discovery based, hands on, manipulative centered lessons over two marking periods which provided students with experiential, problem solving, mathematical situations that met their individual and group needs. Analysis of this case study yielded growth through a triangulation of data measured from improved student scores, student observations, and teacher reflection about their pedagogy. Effective classroom strategies for differentiated, hands on instruction are discussed.

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