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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Student Enrollment In Classes With Frequent Mathematical Discussion And Its Longitudinal Effect On Mathematics Achievement., Karl Kosko
Karl W Kosko
Mathematical discussion has been identified as being beneficial to students’ understandings of mathematics (Goos, 1995; Lee, 2006). Students in classrooms with more effective math discussion have been observed to engage more frequently in discussion (e.g. Hiebert & Wearne, 1993), but the converse is not necessarily true (e.g. Manouchehri & St. John, 2006). Utilizing hierarchical linear modeling, the present study examined student enrollment in classes with more and less frequent discussion and such enrollment’s effect on mathematics achievement over time. Results indicated that students enrolled in classes that discuss math “almost every day” consistently have higher math achievement than students enrolled …
Mathematical Communication And Its Relation To The Frequency Of Manipulative Use., Karl Kosko, Jesse Wilkins
Mathematical Communication And Its Relation To The Frequency Of Manipulative Use., Karl Kosko, Jesse Wilkins
Karl W Kosko
Many studies on manipulatives describe communication in mathematics as a component for properly implementing manipulatives in the classroom. However, no empirical research is available to support this relationship. Secondary analysis of data collected by the National Center for Educational Statistics from the Early Childhood Longitudinal Study was used to examine whether a relationship between students’ manipulative use and communication in mathematics learning exists. Correlational analyses found a significant relationship between students’ verbal and written communication and manipulative use.