Master of Arts in Education (MA)
Mathematics, multiple intelligence, real-life problems, real-world problems, reform teaching methods
Helen Hawley-Davis, Pamela A. Redmond, Jim O'Connor
This paper describes the action research project to study the effects of real-world problems taught through the use of Howard Gardner's theory of multiple intelligences. The subjects of this research project were 60 seventh grade students of African American, Asian, Filipino, Hispanic, and white ethnicities. High, average, and low performing students were in the class as well as an even percentage of male and female students. The researcher used a convenience sample to undertake a quasi-experimental action research project. The quantitative data collected from the one-group pretest and posttest designed project was analyzed using descriptive statistics and at test was performed to validate the results. The students were taught with Direct Instruction given an assessment and then taught using real-world problems and reform methods of teaching and given the same assessment. The students' achievement was significantly higher after the integration of real-life problems and reform-methods of instruction. The use of real-world and real-life problems in a middle school mathematics classroom increases the achievement of seventh grade students.
Rose, Karen, "The Effects of Real-Life Problems Upon Middle School Students' Higher Achievement" (2014). Student Publications & Research of the TUC GSOE. 117.
Rose, K. (2014). The Effects of Real-Life Problems Upon Middle School Students' Higher Achievement. Retrieved from https://touroscholar.touro.edu/tucgsoe/117