Date of Award

2-2012

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

Abstract

This research study examines the correlation between student academic growth in mathematics in a differentiated physical learning environment and whether or not a differentiated physical environment affects students’ attitudes in mathematics. Previous studies have shown that students gain a deeper connection to the curriculum and have a greater enjoyment of the subject matter when a subject is differentiated (Sondergeld &Schultz, 2008). This study looks specifically at differentiating only the physical learning environment and how this affects student academic growth and attitude towards in mathematics. This study found no statistical evidence of greater academic achievement for those students who were part of a differentiated physical environment. This study concludes that students who are in a differentiated physical environment will not have higher academic scores that those who are in a non-differentiated physical environment, though there is a strong student preference for a differentiated physical environment.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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