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dc.contributor.authorClark, Donella
dc.date.accessioned2020-03-31T19:59:24Z
dc.date.available2020-03-31T19:59:24Z
dc.date.issued2020-03-24
dc.identifier.urihttp://hdl.handle.net/20.500.11803/873
dc.description.abstractFrustration in the classroom during math instruction can result over time in the onset of math anxiety. This professional research study looked at instructional practices that can reduce student frustration within a general fourth grade classroom. By observing student response to instructional practices and reflect on changes that can be made to reduce frustration, effective strategies aligned with research can be used to teach math and reduce student frustration. Group activities, collaboration, valuing mistakes, offering support, and providing adequate time to work through solutions can help students build their math skills and reduce frustration.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectMath anxietyen_US
dc.subjectMath instructionen_US
dc.subjectInstructional practicesen_US
dc.titleReducing student frustration through math instructionen_US
dc.typeAction Researchen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteOtheren_US
cityu.site.countryUnited Statesen_US


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Attribution-NonCommercial-NoDerivs 3.0 United States