The purpose of this study was to examine the effects of a vocabulary tutoring intervention with defining key vocabulary terms and algebraic problem-solving skills of students who struggle with mathematics. Literature shows that there is a need to further explore how students with mathematical learning difficulties learn mathematics vocabulary at the post-secondary level. The participants for this study included five college-aged students, 18 years or older, who self-identified as struggling with mathematics. Each participant completed two vocabulary tutoring sessions each week and complete layered-look books during each session. The layered-look books included the vocabulary word, definition, an example, and non-example. The dependent variable was the percentage of correct answers on a six-question test. Each test will contain three vocabulary short answer questions and three multiple-choice algebraic exercises. The researcher used a multiple probe across behaviors, replicated across participants design to determine what effect mathematics vocabulary tutoring has on a student’s ability to define vocabulary terms and what effect mathematics vocabulary tutoring has on a student’s algebraic problem solving. The study included three phases: baseline, vocabulary tutoring (intervention), and maintenance. The researcher followed a modeling and guided practice teaching strategy to tutor the student. Based on the results of this study, it was concluded that the vocabulary tutoring intervention did help students learn the vocabulary. Three of the five participants showed a functional relationship between the vocabulary intervention and defining key vocabulary words. However, the vocabulary tutoring intervention did not help participants with the algebraic problem-solving examples. None of the five participants had three demonstrations of effect. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2019. / March 7, 2019. / Mathematics, Tutoring, Vocabulary / Includes bibliographical references. / Elizabeth M. Jakubowski, Professor Directing Dissertation; Robert A. Schwartz, University Representative; Kelly J. Whalon, Committee Member; Jenny Rose Root, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_709769 |
| Contributors | Hollingsworth, Leah Nicole (author), Jakubowski, Elizabeth M. (Professor Directing Dissertation), Schwartz, Robert A. (University Representative), Whalon, Kelly J. (Committee Member), Root, Jenny Rose (Committee Member), Florida State University (degree granting institution), College of Education (degree granting college), School of Teacher Education (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (124 pages), computer, application/pdf |
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