Murray State Theses and Dissertations
Abstract
Mastery of P-12 academic standards is based on a learning process that is sequential and that can be broken into key components for varying students. Key ideas need to be learned before others can be mastered and it is important to know which key ideas are needed before others can be presented. The common problem for students in mathematics is that the content scaffolds and for the teacher, it can be a difficult decision of when to proceed and when not to. Yet, high stakes testing mandates a fast pace of instruction which leaves many students chronically behind. The purpose of this study was to determine the relationship between passing scaffolded math standards and passing subsequent standards. Archival data from 481 sixth, seventh, and eighth grades were analyzed using chi-square. Results revealed that mastery of key concepts is needed before subsequent, higher–order applications can be learned.
Year manuscript completed
2019
Year degree awarded
2019
Document Type
Thesis
Recommended Citation
Newman, Michael and Newman, Michael, "The Impact of Content Mastery on Sequential Standards" (2019). Murray State Theses and Dissertations. 151.
https://digitalcommons.murraystate.edu/etd/151
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons