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 Mathematics and Science Education
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)
STARS Citation
Jones, Rebecca, "Development Of Seventh Grade Pre-algebra Students' Mathematical Problem Solving Through Written Explanations And Justificati" (2008). Electronic Theses and Dissertations. 3663.
https://stars.library.ucf.edu/etd/3663