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Mathematics Awareness through Technology, Teamwork, Engagement, and Rigor
ARTICLE

Journal of Curriculum and Teaching Volume 5, Number 2, ISSN 1927-2677

Abstract

The purpose of this two-year observational study was to determine if the use of technology and intervention groups affected fourth-grade math scores. Specifically, the desire was to identify the percentage of students who met or exceeded grade-level standards on the state standardized test. This study indicated possible reasons that enhanced conceptual understanding within the study group at a Title I elementary school. Throughout the two-year time period, the classroom teachers created mathematics awareness through technology, teamwork, engagement and rigor. The findings revealed a significant percent of fourth-grade students who used technology and participated in specific learning activities met or exceeded grade-level standards in math as measured by the Washington State standardized test.

Citation

James, L. (2016). Mathematics Awareness through Technology, Teamwork, Engagement, and Rigor. Journal of Curriculum and Teaching, 5(2), 55-62. Retrieved January 30, 2023 from .

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