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DEVELOPMENT OF SEVENTH GRADE PRE-ALGEBRA STUDENTS' MATHEMATICAL PROBLEM SOLVING THROUGH WRITTEN EXPLANATIONS AND JUSTIFICATIONS

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Date Issued:
2008
Abstract/Description:
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 positive gains with the greatest changes occurring in written explanations of their conceptual thinking in mathematics.
Title: DEVELOPMENT OF SEVENTH GRADE PRE-ALGEBRA STUDENTS' MATHEMATICAL PROBLEM SOLVING THROUGH WRITTEN EXPLANATIONS AND JUSTIFICATIONS.
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Name(s): Jones, Rebecca, Author
Dieker, Lisa, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2008
Publisher: University of Central Florida
Language(s): English
Abstract/Description: 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 positive gains with the greatest changes occurring in written explanations of their conceptual thinking in mathematics.
Identifier: CFE0002180 (IID), ucf:47510 (fedora)
Note(s): 2008-05-01
M.Ed.
Education, Department of Teaching and Learning Principles
Masters
This record was generated from author submitted information.
Subject(s): Communication
Written Explanations
Justifications
Discourse
Middle Scool Mathematics
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0002180
Restrictions on Access: public
Host Institution: UCF

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