Reducing student frustration through math instruction

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cityu.schoolAlbright School of Education
cityu.siteOther
cityu.site.countryUnited States
dc.contributor.authorClark, Donella
dc.date.accessioned2020-03-31T19:59:24Z
dc.date.available2020-03-31T19:59:24Z
dc.date.issued2020-03-24
dc.description.abstractFrustration in the classroom during math instruction can result over time in the onset of math anxiety. This professional research study looked at instructional practices that can reduce student frustration within a general fourth grade classroom. By observing student response to instructional practices and reflect on changes that can be made to reduce frustration, effective strategies aligned with research can be used to teach math and reduce student frustration. Group activities, collaboration, valuing mistakes, offering support, and providing adequate time to work through solutions can help students build their math skills and reduce frustration.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/873
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectmath anxiety
dc.subjectmath instruction
dc.subjectinstructional practices
dc.titleReducing student frustration through math instruction
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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