Dissertation/Thesis Abstract

Exploring the relationship between expository writing activities and mathematical problem solving with African American students
by Nelson, Mayen Sichelle, Ed.D., University of Phoenix, 2008, 128; 3371533
Abstract (Summary)

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.

Indexing (document details)
Advisor: Beier, Susanne
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
Publication Number: 3371533
ISBN: 978-1-109-36056-1
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