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  • All fields: solving
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Display: 20

    • Page 91

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    • 84 Projects Seven math stories were chosen from Math Stories for Problem Solving Success (Overholt, et.al., 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

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    • 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...
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    • EL INFORMATION PROCESSING IN MATH 3 Some good examples of this are receiving and processing information from a tour guide, receiving directions to a location, and receiving oral instructions in meetings or classrooms (A. Azucena, personal...
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    • EL INFORMATION PROCESSING IN MATH 5 Chapter 2 Literature Review When considering ways to help ELs reach higher levels of understanding and information processing during detailed oral instruction and problem solving in mathematics, a look at prior...
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    • 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...
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    • EL INFORMATION PROCESSING IN MATH 10 Adapting assessments to the specific needs of ELs is a very important issue that can influence their academic achievement significantly. To make assessment outcomes more accurate, the vocabulary and grammar of...
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    • EL INFORMATION PROCESSING IN MATH 11 proficiency levels (on such tests as Utah Academic Language Proficiency Assessment), enabling them to follow instructions in English, they still appear to encounter problems that slow them down when processing...
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    • EL INFORMATION PROCESSING IN MATH 13 the more difficult mathematical language is not as commonly recognized (Cuevas, 1984). Some people think the best way for ELs to learn English is by exposing them to the new language only, limiting the use of...
    • Page 105

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    • 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...
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    • EL INFORMATION PROCESSING IN MATH 15 To learn math skills, students need to be sufficiently fluent in both their native language and the English language. Many people think that the concepts in mathematics, which mostly deal with numbers, are...
    • Page 108

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    • 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 creativeness”....
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    • 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 112

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    • 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...
    • Page 48

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    • STUDENT ORIENTATION 49 relationships with local employers. Also, advisement services and other interventions are available as needed through the Student Services Coordinator. Faculty members and Program Coordinators work closely with advisory...
    • Page 31

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    • EL INFORMATION PROCESSING IN MATH 24 visual aids, like pictures, is another support method to help increase comprehension of ELs. The use of objects like coins, cubes, and other tools, as well as real-life situations can greatly support teachers in...
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    • iii Table of Contents List of Tables ................................................................................................................................ iv List of Figures...
    • Page 117

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    • 110 Nolen, J. L. (2003). Multiple Intelligences in the Classroom. Education (Chula Vista, Calif.), 124(1), Retrieved from http://www.hwwilson.com/ Overholt, J., Aaberg, N., & Lindsey, J. (1990). Math stories for problem solving success. West Nyack,...
    • Page 33

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    • EL INFORMATION PROCESSING IN MATH 26 longer than for native English speaking students. One of the reasons ELs slow down when processing detailed information during oral instruction may be their inability to process both the English language and the...
    • Page 35

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    • EL INFORMATION PROCESSING IN MATH 28 problem solving and other detailed instruction, especially orally, in mathematics. Twelve total students participated—four at North, seven at East, and one at Fiddlers. The number of participants was determined...
    • Page 7

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    • 2 develop problem solving strategies that can be applied to various situations throughout life (Fuson et al., 2000). Another study found that students who participated in problem solving instruction performed as well as, or better than, students...

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