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    • Page 56

    • 49 Interests, skills, and strengths for the mathematical/logical learning style include experimenting, working with numbers, problem solving, thinking logically, exploring ideas, questioning and wondering about natural events. Making categories,...
    • Page 23

    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 19 Many decisions need to be made when planning professional development. One of the most important decisions involves the content and intended outcome of the professional learning opportunity. A series...
    • Page 42

    • EL INFORMATION PROCESSING IN MATH 35 Eight of the twelve participants responded they find a list of difficult words is helpful when working with story problems during math lessons, while nine participants said it is helpful for them to have...
    • Page 43

    • EL INFORMATION PROCESSING IN MATH 36 Observations. During this research, some important observations were made which influenced the study results and are valuable to be aware of for future research studies. • All participants did appear to be...
    • Page 44

    • EL INFORMATION PROCESSING IN MATH 37 Chapter 5 Discussion My own experience as an adult EL, as well as the experience of other adult ELs of slowing down when processing information in English raised the question of whether this is the same for all...
    • Page 45

    • EL INFORMATION PROCESSING IN MATH 38 comparing their scores for each problem on an individual basis, the difference in their math skills did not matter and did not alter the research results. All but one student were faster solving the problems...
    • Page 48

    • EL INFORMATION PROCESSING IN MATH 41 Most of the participants did take longer solving the problems that offered a vocabulary list and pictures of difficult words than the second problem for which they only were able to read along with the oral...
    • Page 30

    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 26 directly related to RTI as presented by Buffum et al. (2012). The professional development on RTI includes a book study, action plans, reflection, an article study, mentoring, collaborating, coaching,...
    • Page 49

    • EL INFORMATION PROCESSING IN MATH 42 math instruction to help them better understand the details, process the information faster and be able to solve the problems correctly. Suggestions for Future Research. Based on the findings of this...
    • 1908, page 32

    • 32 SOUTHERN BRANCH sists largely of the working of problems involving the laws of Physics. Class room experiments are performed by the teacher whenever necessary to make a principle more comprehensible. The fifty experiments outlined in the...
    • Page 45

    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 41 Methods and Procedures: This study took place in a rural K-6 elementary school in southern Utah. The participants of the study consisted of all 15 general education teachers employed at the school,...
    • Page 83

    • 76 Strongly disagree Neither Strongly agree March May 22. Boys are better than girls in math classes Males Females Both Figure 4.31. Comparison between March and May, “Boys are better than girls in math classes”, Males, Females, Both. Males...
    • Page 91

    • 84 Projects Seven math stories were chosen from Math Stories for Problem Solving Success (Overholt,, 1990) to give the students a choice for their first activity. These stories were picked from the book after analyzing the survey on...
    • Page 93

    • 86 4 students used 4 subject areas (18%) 4 students used 5 subject areas (18%) 14 students used 6 subject areas (64%) Story Problem Presentation: Number of Learning Styles Used by Each Student Figure 4.34. Number of learning styles used by each...
    • Page 105

    • 98 The final learning style surveyed, intrapersonal, showed fewer males with a preference of working alone. The educator, during her years of teaching, has observed that boys chose to work alone rather than with other students. After the...
    • Page 108

    • 101 complained when anything they were required to accomplish took more time than they thought it should. Students’ understanding of math was very interesting. Pupils leaned towards disagreeing with the statement, “Math brings out my...
    • 1911, page 40

    • 40 students individually, or in groups when necessary. Each student takes notes on the experiments at the time of performing them and records his results in a record book outside of the laboratory. General Chemistry. This consists of an...
    • Page 112

    • 105 Chapter 6 Reflection I discovered through interviews that the majority of the students involved in the creative project preferred working in groups. Allowing students to choose the group members exhibited excitement. Explaining the assignments...


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