Date of Award

9-13-2010

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Vicki L. Olson

Second Advisor

Deborah Katz

Abstract

Students who attend an 8th grade mathematics class in the middle school at my district and who are not placed in an accelerated class, are placed in Book 3 of MathThematics (Billstein & Williamson, 2002, p. 393-466). I have introduced guided notes for the pre-algebra classroom in an effort to increase 8th graders' classroom participation and engagement and to improve content mastery of Pre-Algebra. This study was an effort to understand if the guided notes increase student's level of Pre-Algebra mastery in my classroom. I wanted to find out if guided notes increased participation and engagement compared to those students taking their own notes. Four key themes have emerged from the notes and test data, as well as the student survey and student interviews. They are student success, student focus, notes as a reference, and notes as an organizational tool. Recommendations based on the findings include ways that I should modify the guided notes along with classroom instruction to increase student success in the Pre-Algebra classroom.

Identifier

SC 11.MAE.2010.Morris.LC

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