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Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System
| dc.contributor.advisor | Turner, Erin | en_US |
| dc.contributor.advisor | Beal, Carole R | en_US |
| dc.contributor.author | Barbu, Otilia C. | |
| dc.creator | Barbu, Otilia C. | en_US |
| dc.date.accessioned | 2011-12-05T14:11:19Z | |
| dc.date.available | 2011-12-05T14:11:19Z | |
| dc.date.issued | 2010 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/193243 | |
| dc.description.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. | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.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. | en_US |
| dc.subject | Teaching & Teacher Education. | en_US |
| dc.title | Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System | en_US |
| dc.type | text | en_US |
| dc.type | Electronic Thesis | en_US |
| dc.contributor.chair | Turner, Erin | en_US |
| dc.contributor.chair | Beal, Carole R | en_US |
| dc.identifier.oclc | 752260959 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.contributor.committeemember | Wood, Marcy B | en_US |
| dc.identifier.proquest | 10823 | en_US |
| thesis.degree.discipline | Teaching & Teacher Education | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.name | M.A. | en_US |
| refterms.dateFOA | 2018-08-24T16:53:45Z | |
| html.description.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. |
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