Master of Education Research Theses

Date of Successful Defense

3-16-2010

Date Degree Awarded

2010

Document Type

Thesis

Degree Name

Master of Education (M.Ed.)

School/Department

Education

Advisor

Chi-en Hwang, Ph.D.

Keywords

mathematics, inquiry, instruction, middle school, pre-algebra, teaching methods

Abstract

This quantitative study provides information obtained through the use of inquiry-based mathematics instruction verses traditional mathematics instruction. The use of each curriculum was implemented into two classrooms of eighth grade pre-algebra students. The study was based on data collected before and after each of the two units of study. Fifty-two suburban eighth grade students represented the sample population. Results of the SPSS analysis showed that both classes made improvement from their pre-test to their post-test for both units but students receiving instruction through inquiry-based instruction showed significantly more improvement on the second unit. These results can be useful for educators considering the adoption of an updated or new mathematics curriculum in their school district.

DOI

10.15385/tmed.2010.5

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

 
 

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