Keywords

Communication, Written Explanations, Justifications, Discourse, Middle Scool Mathematics

Abstract

In this action research, the interactions of seventh grade pre-algebra students in a mathematics classroom shared their explanation and justification processes through group work. Prior to the start of the study students were given a written pre-test to determine current conceptual thinking in mathematics. Over the next nine weeks, the teacher engaged the students in problem solving activities that included reasoning skills, communication and making connections through discussion with their peers. Following nine weeks of written and verbal discourse, students were provided a post-test to determine changes in their conceptual thinking. Overall students' grades, journal writings and test scores showed positive gains with the greatest changes occurring in written explanations of their conceptual thinking in mathematics.

Notes

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Graduation Date

2008

Advisor

Dieker, Lisa

Degree

Master of Education (M.Ed.)

College

College of Education

Department

Teaching and Learning Principles

Degree Program

K-8 Math and Science

Format

application/pdf

Identifier

CFE0002180

URL

http://purl.fcla.edu/fcla/etd/CFE0002180

Language

English

Release Date

June 2008

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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