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Articles 1 - 9 of 9
Full-Text Articles in Education
Learning Through Discourse: Impacting Fractional Understanding Through Virtual Discourse, Laurie A. Gentry-Goodale
Learning Through Discourse: Impacting Fractional Understanding Through Virtual Discourse, Laurie A. Gentry-Goodale
Theses and Dissertations
There is a strong need for fifth-grade students to become proficient in mathematical problem-solving using fractional computations because it will have a lasting impact on student achievement. Traditionally, mathematics is taught inside a brick-and-mortar classroom, grounded in rote memorization of facts, rules, and formulas. In recent years, more elementary students have enrolled fully in online learning environments, which emphasize on students becoming problem-solvers, specifically in fractional computation. The NCTM strongly encourages using mathematical discourse as an instructional method but employing mathematical discourse, but its applicability to online math learning is not well understood. This study addressed students' problem-solving skills, mathematical …
The Perceptions Of Elementary Educators Regarding Mathematical Discourse Utilization In The Classroom: A Qualitative Phenomenological Study, Christina Anderson
The Perceptions Of Elementary Educators Regarding Mathematical Discourse Utilization In The Classroom: A Qualitative Phenomenological Study, Christina Anderson
Doctor of Education Program Dissertations
Given the lack of proper utilization of mathematical discourse in public elementary settings and the stagnation of mathematical proficiency, the purpose of this qualitative phenomenological study was to explore the perceptions of public elementary K-5 educators regarding the use of mathematical discourse as a pedagogical strategy. Because research indicates there are benefits to facilitating mathematical discourse, this study sought to understand the perceptions of public elementary K-5 teachers regarding the use of mathematical discourse as a pedagogical strategy in the classroom, their perceptions of different pedagogical strategies for facilitating mathematical discourse, and their perceptions of students engage in mathematical discourse …
Analyzing The Effectiveness Of Different Media To Enhance Mathematical Discourse, Kyle Och
Analyzing The Effectiveness Of Different Media To Enhance Mathematical Discourse, Kyle Och
Dissertations, Theses, and Projects
This qualitative and quantitative study compared the effect of paper-pencil work in a mathematical discourse with problems and prompts presented virtually through various technological tools. The participants of this study were ninth and tenth grade students in two separate blocks of geometry class. These classes consisted of predominantly White students split into class sizes of 26 and 21. Since students were separated into two different geometry classes, one class was given paper problems and discussion prompts while the other received problems and prompts through Desmos Classroom Activities. This way, a quantitative analysis of three data points could be compared between …
Orchestrating Mathematical Discussions: A Novice Teacher's Implementation Of Five Practices To Develop Discourse Orchestration In A Sixth-Grade Classroom, Jeffrey Stephen Young
Orchestrating Mathematical Discussions: A Novice Teacher's Implementation Of Five Practices To Develop Discourse Orchestration In A Sixth-Grade Classroom, Jeffrey Stephen Young
Theses and Dissertations
This action research study examined my attempts during a six-lesson unit of instruction to implement five practices developed by Stein, Engle, Smith, and Hughes (2008) to assist novice teachers in orchestrating meaningful mathematical discussions, a component of inquiry-based teaching and learning. These practices are anticipating student responses to a mathematical task, monitoring student responses while they engage with the task, planning which of those responses will be shared, planning the sequence of that sharing, and helping students make connections among student responses. Although my initial anticipations of student responses were broad and resulted in unclear expectations during lesson planning, I …
How Do They Know It Is A Parallelogram? Analysing Geometric Discourse At Van Hiele Level 3, Sasha Wang, Margaret Kinzel
How Do They Know It Is A Parallelogram? Analysing Geometric Discourse At Van Hiele Level 3, Sasha Wang, Margaret Kinzel
Mathematics Faculty Publications and Presentations
In this article, we introduce Sfard's discursive framework and use it to investigate prospective teachers' geometric discourse in the context of quadrilaterals. In particular, we focus on describing and analysing two participants' use of mathematical words and substantiation routines related to parallelograms and their properties at van Hiele level 3 thinking. Our findings suggest that a single van Hiele level of thinking encompasses a range of complexity of reasoning and differences in discourse and thus a deeper investigation of students' mathematical thinking within assigned van Hiele levels is warranted.
Types Of Questions That Comprise A Teacher's Questioning Discourse In A Conceptually-Oriented Classroom, Keilani Stolk
Types Of Questions That Comprise A Teacher's Questioning Discourse In A Conceptually-Oriented Classroom, Keilani Stolk
Theses and Dissertations
This study examines teacher questioning with the purpose of identifying what types of mathematical questions are being modeled by the teacher. Teacher questioning is important because it is the major source of mathematical questioning discourse from which students can learn and copy. Teacher mathematical questioning discourse in a conceptually-oriented classroom is important to study because it is helpful to promote student understanding and may be useful for students to adopt in their own mathematical questioning discourse. This study focuses on the types of questions that comprise the mathematical questioning discourse of a university teacher in a conceptually-oriented mathematics classroom for …
Examining Sociocultural Contexts Of Classrooms To Foster Student Mathematical Discourse And Learning, Melva R. Grant
Examining Sociocultural Contexts Of Classrooms To Foster Student Mathematical Discourse And Learning, Melva R. Grant
Teaching & Learning Faculty Publications
Mathematics learning and teaching are optimized in classrooms when reform-oriented culture (ROC) is present. This report presents a case study that illustrates how ROC manifested and influenced mathematical Discourses in one sixth-grade classroom. The data was drawn from a study that addressed the question: How do classroom interactions influence mathematical Discourses? The study used interpretive methodology for analysis. One finding was that classroom boundary interactions either enhanced or hindered mathematical Discourses dependent upon sociocultural context alignments. An implication of this research is when “effective” learning and/or teaching strategies are identified, “effective” implementation may require paying close attention to sociocultural context …
A Comparison Of Mathematical Discourse In Online And Face-To-Face Environments, Shawn D. Broderick
A Comparison Of Mathematical Discourse In Online And Face-To-Face Environments, Shawn D. Broderick
Theses and Dissertations
Many studies have been done on the impact of online mathematics courses. Most studies concluded that there is no significant difference in student success between online and face-to-face courses. However, most studies compared "traditional" online and face-to-face courses. Mathematics educators are advocating a shift from traditional courses to student-centered courses where students argue and defend the mathematics under the guidance of the teacher. Now, the differences in online and face-to-face student-centered mathematical courses merit a more in-depth investigation. This study characterized student mathematical discourse in online and face-to-face Calculus lab sections based off of a framework derived from an NCTM …
Choose Your Words: Refining What Counts As Mathematical Discourse In Students' Negotiation Of Meaning For Rate Of Change Of Volume, Christine Johnson
Choose Your Words: Refining What Counts As Mathematical Discourse In Students' Negotiation Of Meaning For Rate Of Change Of Volume, Christine Johnson
Theses and Dissertations
The purpose of this study is to describe how university honors calculus students negotiate meaning and language for conceptually important ideas through mathematical discourse. Mathematical discourse has been recognized as an important topic by mathematics education researchers of various theoretical perspectives. This study is written from a perspective that merges symbolic interactionism (Blumer, 1969) with personal agency (Walter & Gerson, 2007) to assert that human choice reflects, but is not determined by, meanings that are primarily developed through social interaction. The process of negotiation of meaning is identified, described, and analyzed in the discourse of four students and their professor …