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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorLopreiato, Timothyen
dc.date.accessioned2020-04-21T17:36:01Z
dc.date.available2020-04-21T17:36:01Z
dc.date.issued2019en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/15679en
dc.description.abstractStudents struggle with the mathematical nature of chemistry coursework. This study looks to examine how the performance of high school students taking chemistry is affected by a curricular change to include mini math units between traditional chemistry units of study. Students were exposed to approximately a day and a half of explicit instruction on the mathematical concepts that would appear in the upcoming chemistry unit. Student confidence in mathematics, pre and post mathematics test scores, and chemistry unit test scores were analyzed to determine if the treatment improved student performance or not.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshChemistry--Study and teachingen
dc.subject.lcshMathematicsen
dc.subject.lcshHigh school studentsen
dc.subject.lcshEducation--Curriculaen
dc.subject.lcshAcademic achievementen
dc.titleThe effects of explicit math instruction before chemistry content instruction at the high school levelen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2019 by Timothy Caffrey Lopreiatoen
thesis.degree.committeemembersMembers, Graduate Committee: Kate Solberg; Kenneth Taylor.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage64en
mus.data.thumbpage46en


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