This project’s goal is to promote and improve the mathematical literacy of fourth-grade Hispanic/Latino and English learners through the use of a graphic mathematical mediated structure. Current California Common Core data finds fourth-grade Hispanic/Latino and English learners significantly behind White and Asian students in mathematics, especially in understanding written word problems.
Research supports the assumption that as a tool, a graphic mathematical mediated structure could: 1) foster conceptual understanding; 2) build content terminology; 3) allow students opportunities to justify their solutions; 4) integrate writing in math; and 5) provide a platform for discourse. This innovative pedagogical project specifically focused on how fourth-grade Hispanic/Latino and English learners could navigate through a graphic math organizer in order to understand how to add and subtract fractions in word problems.
The work presents six teacher models of graphic mathematical mediated structures. Each model provides a fourth-grade word problem related to fractions. Respectively, teacher and student templates, lists of content vocabulary, and suggestions to teach each problem-solving exercise using the graphic mathematical mediated structures that were created and developed are included.
Struggling Hispanic/Latino and English learners’ need a pedagogical structure and process to succeed in solving math word problems. Hence, the need for a graphic mathematical mediated structure to diminish the groups’ prevalent mathematical achievement gap and to increase their achievement in mathematics.
Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-1844 |
Date | 01 September 2018 |
Creators | Casteloes, Sylvia |
Publisher | CSUSB ScholarWorks |
Source Sets | California State University San Bernardino |
Detected Language | English |
Type | text |
Format | application/pdf |
Source | Electronic Theses, Projects, and Dissertations |
Page generated in 0.0022 seconds