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THE INFLUENCE OF DISCOURSE AND JOURNAL WRITING ON SECOND GRADERS' ACQUISITION OF MULTIDIGIT ADDITION CONCEPTS

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Date Issued:
2007
Abstract/Description:
The purpose of this study was to examine how second graders use writing and language when they are learning to add multidigit numbers in mathematics class. Second grade students were taught addition conceptually with a focus on sharing their strategies and thought processes with each other during the mathematics lesson. Two social norms were established with students so that sharing information and asking for clarity when they did not understand would be natural and expected. Students kept a daily mathematics journal to answer the class's Problems of the Day. Patterns found in student journals indicated three stages of multidigit learning. In Stage One, students used little or no words to explain their solution, illustrations show students using counting by ones strategies. Stage Two represents students using appropriate mathematics strategies and vocabulary to explain their solutions in detail. Lastly, Stage Three consists of students solving multidigit problems with little or no word explaining their solution process and illustrations are few. Results of the study indicated that students' oral explanations of solutions to addition problems included more detail compared to students' written justification of similar problems.
Title: THE INFLUENCE OF DISCOURSE AND JOURNAL WRITING ON SECOND GRADERS' ACQUISITION OF MULTIDIGIT ADDITION CONCEPTS.
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Name(s): Hensley, Elizabeth, Author
Dixon, Juli, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2007
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to examine how second graders use writing and language when they are learning to add multidigit numbers in mathematics class. Second grade students were taught addition conceptually with a focus on sharing their strategies and thought processes with each other during the mathematics lesson. Two social norms were established with students so that sharing information and asking for clarity when they did not understand would be natural and expected. Students kept a daily mathematics journal to answer the class's Problems of the Day. Patterns found in student journals indicated three stages of multidigit learning. In Stage One, students used little or no words to explain their solution, illustrations show students using counting by ones strategies. Stage Two represents students using appropriate mathematics strategies and vocabulary to explain their solutions in detail. Lastly, Stage Three consists of students solving multidigit problems with little or no word explaining their solution process and illustrations are few. Results of the study indicated that students' oral explanations of solutions to addition problems included more detail compared to students' written justification of similar problems.
Identifier: CFE0001670 (IID), ucf:47218 (fedora)
Note(s): 2007-05-01
M.Ed.
Education, Department of Teaching and Learning Principles
Masters
This record was generated from author submitted information.
Subject(s): grade 2
social norms
multidigit addition
mathematics instruction
conceptual learning
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0001670
Restrictions on Access: public
Host Institution: UCF

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