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Science and Mathematics Education

Communication

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Full-Text Articles in Education

Using Communication Techniques In The Low-Performing Mathematics Classroom: A Study Of Fractions,Decimals,Performance And Attitu, Pamela Guyton Jan 2008

Using Communication Techniques In The Low-Performing Mathematics Classroom: A Study Of Fractions,Decimals,Performance And Attitu, Pamela Guyton

Electronic Theses and Dissertations

Within a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used communication techniques in the classroom and had a strong positive impact on the attitudes and performance of these struggling students.


Development Of Seventh Grade Pre-Algebra Students' Mathematical Problem Solving Through Written Explanations And Justificati, Rebecca Jones Jan 2008

Development Of Seventh Grade Pre-Algebra Students' Mathematical Problem Solving Through Written Explanations And Justificati, Rebecca Jones

Electronic Theses and Dissertations

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 ...


An Action Research Study Involving Fifth-Grade Students Learning Fractions Through A Situative Perspective With Story Problems, Colleen Allen Jan 2005

An Action Research Study Involving Fifth-Grade Students Learning Fractions Through A Situative Perspective With Story Problems, Colleen Allen

Electronic Theses and Dissertations

The purpose of this action research study was to investigate the affects of teaching through a situative perspective with story problems on students' understanding of fraction concepts and operations in my fifth-grade mathematics classroom. Students participated in twelve weeks of instruction. Data was collected in the form of pre and post tests, audiotaped and videotaped recordings of instructional sessions, and student work samples. Data analysis revealed that my students constructed their own knowledge about various fraction concepts and operations because students engaged in discussions, after solving story problems, that developed, extended and restructured their knowledge. One example of this occurred ...