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dc.contributor.advisorMcCoy, Ann Dr.
dc.contributor.advisorCombs, Emily
dc.contributor.advisorJohnston, Bethany
dc.contributor.advisorJurkowski, Odin Dr.
dc.contributor.authorWatson, Racheal L.
dc.date.accessioned2019-02-22T14:41:38Z
dc.date.available2019-02-22T14:41:38Z
dc.date.issued2018-12
dc.date.submitted2019-02-22
dc.identifier.urihttp://centralspace.ucmo.edu/handle/123456789/695
dc.description.abstractThe purpose of this research was to investigate if a student’s critical thinking ability and exposure to critical thinking activities has any effect on his or her growth mindset in a math class. Students’ critical thinking ability and growth mindset were both assessed using a critical thinking pre-survey and growth mindset pre-survey. During one quarter, data collection was from four different fifty-minute periods of a seventh grade math class. Specific critical thinking strategy implementation went into weekly instruction, growth mindset instruction was administered, and there was a direct focus on the eight mathematical practices. At the end of the quarter, the students took the same critical thinking and growth mindset surveys again as post-surveys to measure growth in both areas.en_US
dc.titleTHE RELATIONSHIP BETWEEN CRITICAL THINKING ABILITY AND GROWTH MINDSET IN 7TH GRADE MATH STUDENTSen_US


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    Theses written by graduate students at the University of Central Missouri.

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