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    The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students

    195333_Dean 2014.pdf (6.689Mb)
    Access Status
    Open access
    Authors
    Dean, Alma Jean
    Date
    2013
    Supervisor
    Prof. Barry Fraser
    Prof. David Treagust
    Type
    Thesis
    Award
    PhD
    
    Metadata
    Show full item record
    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/372
    Collection
    • Curtin Theses
    Abstract

    Prompted by a call for school counselors to become proactive catalysts in the evolution of student achievement, this case study, using largely qualitative data with at-risk fifth grade students, examined the outcomes of blending affective standards with academic standards in mathematics to engender cognitive change. All nine students’ final mathematics grades improved from failing to an average grade of C or better and affective outcomes such as self-reflections and life management skills indicated positive gains.

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