Improving the quality of teaching and learning through dialogue math journals

Keywords

Mathematics -- Study and teaching (Elementary)

Abstract

This study examined the use of dialogue math journals in the elementary classroom. Its purpose was to determine how the use of dialogue math journals facilitated and maintained student learning in mathematics. The targeted group consisted of a fifth grade class in a suburban, upper middle class community. The primary unit of instruction focused on fractions and percents. The following forms of data collection were used, pre/post surveys for both students and parents; pre/post tests; dialogue math journals and student work samples. Analysis of the data revealed that writing in mathematics enabled students to develop understanding in mathematics, while providing the teacher with information regarding student understanding. Dialogue math journals further informed my practice enabling me to modify instruction accordingly.

Notes

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Graduation Date

2003

Advisor

Hynes, Michael C.

Degree

Master of Education (M.Ed.)

College

College of Education

Department

Teaching and Learning Principles

Degree Program

Elementary Education

Format

PDF

Pages

108 p.

Language

English

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Identifier

DP0029113

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

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