“I can’t evn get why she would make me rite in her class:” Using think-alouds in middle school math for “at-risk” students

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dc.contributor.author Bernadowski, Carianne
dc.date.accessioned 2017-11-16T18:17:37Z
dc.date.available 2017-11-16T18:17:37Z
dc.date.issued 2016-08
dc.identifier.citation Bernadowski, C. (2016). “I can’t evn get why she would make me rite in her class:” Using think-alouds in middle school math for “at-risk” students. Middle School Journal. 47(4), 3-14 en_US
dc.identifier.uri http://hdl.handle.net/11347/235
dc.description.abstract A qualitative case study design was used to explore the use of the think-aloud reading comprehension strategy in the implementation of math journals. The goal of the study was to determine if a teacher’s direct instruction in the implementation of think-alouds improved “at risk” eighth-graders’ abilities to answer word problems more effectively over the course of eight weeks. Results indicate that students improved in their abilities to articulate their answers in written form, use and apply the writing process in math, and improve their dispositions and self-efficacy toward writing. en_US
dc.language.iso en_US en_US
dc.subject Think-aloud en_US
dc.subject Reading comprehension en_US
dc.subject Writing process en_US
dc.subject Problem-solving thought en_US
dc.title “I can’t evn get why she would make me rite in her class:” Using think-alouds in middle school math for “at-risk” students en_US
dc.type Article en_US


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