Discovery Learning Plus Direct Instruction Equals Success: Modifying American Math Education in the Algebra Classroom
Date of Award
University Scholars Director
Dr. Jeff Keuss
First Advisor/Committee Member
Dr. Steve Johnson
Second Advisor/Committee Member
Dr. Robbin O'Leary
Numeracy, PISA, Project-based learning, Secondary math education
In light of both high American failure rates in algebra courses and the significant proportion of innumerate American students, this thesis examines a variety of effective educational methods in mathematics. Constructivism, discovery learning, traditional instruction, and the Japanese primary education system are all analyzed to incorporate effective education techniques. Based on the meta-analysis of each of these methods, a hybrid method has been constructed to adapt in the American Common Core algebra classroom.
Ferrill, Sean P. Mr., "Discovery Learning Plus Direct Instruction Equals Success: Modifying American Math Education in the Algebra Classroom" (2017). Honors Projects. 63.
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Algebra Commons, Educational Methods Commons, Science and Mathematics Education Commons, Secondary Education Commons
A project submitted in partial fulfillment of the requirements of the University Scholars Program