Honors Projects

Abstract

The focus of this action research study is to compare the 6E instructional model to a traditional instructional model in the mathematics classroom. Literature shows that the 5E model has a significant positive impact on subject mastery, knowledge permanence, and students’ attitude and interest toward the content. Further, the 6E model is shown to allow for easy implementation of tiered differentiation strategies so that all students’ needs are met. Two classes of seventh grade students received instruction on the same content, with one class receiving 6E instruction and the other receiving traditional, lecture-demonstration style instruction. Results showed that the 6E instructional model had minimal impacts on students’ content mastery, but improved students’ attitudes and feelings towards mathematics.

Major

Integrated Mathematics Education

First Advisor

Dr. Emilio Duran

First Advisor Department

School of Teaching and Learning

Second Advisor

Sandra Zirkes

Second Advisor Department

Mathematics and Statistics

Publication Date

2022

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