Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System

Persistent Link:
http://hdl.handle.net/10150/193243
Title:
Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System
Author:
Barbu, Otilia C.
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The goal of the study was to investigate the impact of English text difficulty on English learners' math word problem solving. Booklets containing eight word problems and 5 point Likert-type rating scale items were given to 41 students. The students were asked to solve 8 math word problems written in English, and varying in grade level readability (vocabulary and grammatical complexity) as well as in the math operation (e.g., arithmetic, simple algebra). The researcher provided the students with hints as needed to ensure that students found the correct solution. The results showed that both English difficulty and Math level difficulty contributed to the students' poor achievements. Based on the results, some suggestions for improvements to an existing Web based math instructional software aimed at helping ELL students (called Animal Watch) have been made.
Type:
text; Electronic Thesis
Keywords:
Teaching & Teacher Education.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Teaching & Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Turner, Erin; Beal, Carole R
Committee Chair:
Turner, Erin; Beal, Carole R

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleMathematics Word Problems Solving by English Language Learners and Web Based Tutoring Systemen_US
dc.creatorBarbu, Otilia C.en_US
dc.contributor.authorBarbu, Otilia C.en_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe goal of the study was to investigate the impact of English text difficulty on English learners' math word problem solving. Booklets containing eight word problems and 5 point Likert-type rating scale items were given to 41 students. The students were asked to solve 8 math word problems written in English, and varying in grade level readability (vocabulary and grammatical complexity) as well as in the math operation (e.g., arithmetic, simple algebra). The researcher provided the students with hints as needed to ensure that students found the correct solution. The results showed that both English difficulty and Math level difficulty contributed to the students' poor achievements. Based on the results, some suggestions for improvements to an existing Web based math instructional software aimed at helping ELL students (called Animal Watch) have been made.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.subjectTeaching & Teacher Education.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorTurner, Erinen_US
dc.contributor.advisorBeal, Carole Ren_US
dc.contributor.chairTurner, Erinen_US
dc.contributor.chairBeal, Carole Ren_US
dc.contributor.committeememberWood, Marcy Ben_US
dc.identifier.proquest10823en_US
dc.identifier.oclc752260959en_US
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