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The Relationship Between Using Conceptual Language And The Depth Of Student Understanding Of Dynamic Addition And Multiplication In 4-9-Year-Old Montessori Students, Quinn Moncada, Karin Riggs Woessner
The Relationship Between Using Conceptual Language And The Depth Of Student Understanding Of Dynamic Addition And Multiplication In 4-9-Year-Old Montessori Students, Quinn Moncada, Karin Riggs Woessner
Masters of Arts in Education Action Research Papers
This study aims to bring clarity to the relationship between procedural mathematical work and abstracted math learning when carrying in addition and multiplication. To explore this relationship, researchers employed both quantitative and qualitative data tools that unearthed the nuances within this specific process of math learning. Participants in the study included twenty-nine students from two different schools in different mixed age groups including ages three-to-six-years-old and six-to-nine-years-old. Students participated in a six-week intervention process, working on dynamic addition and multiplication using conceptual mathematical language to support the process. The findings indicate an overall two-point increase across learning variables post intervention. …