The mathematical problem-solving ability of African American students has been an area of concern in urban school districts. Educators of urban minority students have no current research that can assist teachers in helping African American students achieve success with their problem-solving abilities in the mathematics classroom. A quantitative, nonexperimental, correlational study was conducted by accessing archival records of writing samples of 104 eighth graders in an urban Texas school district. The intent of the study was to determine if the incorporation of specific writing activities; expository writing, essay-type examinations, and journal prompting, produced a positive correlation to the students’ problem-solving abilities in mathematics. Findings revealed that an alternative instructional method is warranted to improve the critical thinking of minority students.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 70/08, Dissertation Abstracts International|
|Subjects:||Mathematics education, Black studies, Curriculum development, African American Studies|
|Keywords:||African-American, Expository writing, Mathematics, Mathematics and African-Americans, Mathematics and writing, Mathematics education, Problem-solving, Problem-solving and writing|
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