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dc.contributor.advisorCoffman, Robert
dc.contributor.authorMakepeace, Jason
dc.date.accessioned2014-09-22T18:01:38Z
dc.date.available2014-09-22T18:01:38Z
dc.date.issued2014-09-17
dc.identifier.urihttp://digital.library.wisc.edu/1793/69735
dc.descriptionPlan B Paper. 2014. Master of Science in Education-Mathematics--University of Wisconsin-River Falls. Teacher Education Department. 31 leaves. Includes bibliographical references (leaves 28-29).en
dc.description.abstractIn a time of high stakes testing, educators of core subjects such as mathematics, need to prepare their students to take and pass their local proficiency exams. This report details a mixed methods switching replications design research project on the effectiveness of spacing test review questions. The research focused on a convenience sample of two Algebra II classes in a large southwestern urban high school. Over the course of six weeks, each class spent the first 15-20 minutes of the period reviewing concepts for the next unit exam. One of the classes was presented test review questions in the same order the test topics were taught. The other class was presented test review questions spaced at intervals of 3-5 days. While the two classes displayed no significant difference in test scores, subjects showed appreciation for the time spent reviewing.en
dc.language.isoen_USen
dc.subject.lcshAlgebra--Study and teaching (Secondary)
dc.subject.lcshMathematical ability--Testing
dc.subject.lcshAcademic achievement--Evaluation
dc.titleReteach, relearn, review: spacing test practice problems to improve student learningen
dc.typeThesisen
thesis.degree.levelMSEen
thesis.degree.disciplineMathematicsen


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