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1、Abstract Creation (A checklist follows the examples)Excerpted from Simon, M. K. (2011). Dissertation and scholarly research: Recipes for success (2011 Ed.). Seattle, WA, Dissertation Success, LLC. Find this and many other dissertations guides and resources atAn abstract is a concise summary of a res
2、earch study and a useful tool for others to have a clear grasp of the research that was conducted. Because on-line search databases typically contain only abstracts, it is extremely important to write a complete but concise description of your work to entice potential readers into obtaining a copy o
3、f the full paper. If the reader decides to read the entire article, the abstract can function as a map of the writers arguments and the validity of the findings. (Sample Proposal Abstract)briefly state the problem Despite more than 50 years of attempts to improve mathematics education, and the simul
4、taneous prevalence of fears associated with learning mathematics in the United States, the problem of mathematics anxiety among students still remains. briefly state the purpose and nature of the study. This qualitative phenomenological study seeks to elucidate college students perceptions regarding
5、 the phenomenon of mathematics anxiety. briefly state the research questions as statements The research questions will reveal the lived experiences of participants regarding mathematics anxiety. briefly state the theoretical or conceptual frameworkConceptually this study is framed within theories of
6、 motivation, disposition, and constructivist learning. briefly state the means of data collection Data will be collected through in-depth interviews to provide detailed descriptions of the participants experiences and provide the basis for analysis. briefly state the sample and population. Participa
7、nts from a university in the Northeastern United States will be selected for participation based on their self-disclosures of overcoming fear of mathematics. A series of taped and transcribed interviews will be conducted. briefly state how data were analyzed A line-by-line analysis of participants r
8、esponses will be performed to reveal critical themes including causes of, and strategies for, reducing mathematics anxiety. briefly state the findings The results of this study could provide insight for mathematics teachers at all grade levels on how clear, methodical explanations of mathematical pr
9、inciples and algorithms, motivational practices, hands-on activities, use of different models, and positive and supportive learning environments can enhance student attitudes toward mathematics. briefly state how positive social change could come from the studyThis study could contribute to positive
10、 social change by providing practical classroom strategies that have reduced students mathematics anxiety. By reducing mathematics anxiety, more students may elect to take math-related courses and enter rewarding math-related careers. (Sample Dissertation Abstract)briefly state the problem Despite m
11、ore than 50 years of attempts to improve mathematics education, and the simultaneous prevalence of fears associated with learning mathematics in the United States, the problem of mathematics anxiety among students still remains. briefly state the purpose and nature of the study This qualitative phen
12、omenological study was focused on understanding college students perceptions regarding the phenomenon of mathematics anxiety. briefly state the research questions as statements The research questions explored the lived experiences of participants regarding mathematics anxiety. briefly state the theo
13、retical or conceptual frameworkConceptually this study was framed within theories of motivation, disposition, and constructivist learning. briefly state the means of data collectionData were collected through in-depth interviews, which provided detailed descriptions of the participants experiences a
14、nd created the basis for analysis. briefly state the sample and populationTwelve participants from a university in the Northeastern United States were selected for participation based on their self-disclosures of overcoming fear of mathematics. A series of taped and transcribed interviews were condu
15、cted. briefly state how data were analyzed A line-by-line analysis of participants responses was conducted, leading to the disclosure of critical themes that included causes of and strategies for reducing mathematics anxiety. briefly state the findingsThe results of this study provide insight for ma
16、thematics teachers at all grade levels on how clear, methodical explanations of mathematical principles and algorithms, motivational practices, hands-on activities, use of different models, and positive and supportive learning environments can enhance student attitudes toward mathematics. briefly st
17、ate how positive social change could come from the studyThis study contributes to positive social change by providing practical classroom strategies that can reduce students mathematics anxiety. By reducing mathematics anxiety, more students may elect to take math-related courses and enter rewarding
18、 math-related careers.Abstract Checklist The abstract is ONE un-indented paragraph. There are no citations in the abstract. The abstract meets the word count required by the university (the abstract is never more than one page). There are no unnecessary words. The first time any acronym is used its
19、meaning is written out and the acronym appears in parentheses; thereafter the acronym is used. The problem is clearly and succinctly stated. The purpose of the study is clearly and succinctly stated. The nature and methodological approach are clearly and succinctly stated. The conceptual or theoreti
20、cal Framework is explained. The manner in which data were (or will be) analyzed is noted. The results and findings are elucidated. The connection of the findings to the universitys mission and goals is explicated. There are no grammatical errors. Scholarly language is used throughout the abstract. Numerals are used in the abstract (no written out numbers) unless a number is needed at the start of a sentence. Each sentence adds value to the elucidation of the study; there is no redundancy.
