Abstract/Details

Communications in mathematics


2004 2004

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Abstract (summary)

The mathematics classroom is evolving to include more writing and discourse as a means of deepening student understanding of mathematical concepts. Traditionally, math has been taught as a set of procedures that when you plug in the right numbers in to the right equations, you get the right answers. My research in a middle school setting using the Connected Math Project curriculum required students to think more deeply and reflect on their math knowledge to write and discuss mathematical concepts with their classmates. In the process the students were more engaged, took more ownership, and constructed knowledge themselves. Through student observations, samples of writing work, Socratic Seminars, and student surveys and interviews, I discovered most students enjoy and value both writing and discourse. They see themselves as benefiting from both, writing and discourse, gaining better understanding and clarity of thought. Teachers are also able to assess their students understanding more accurately.

Indexing (details)


Subject
Mathematics education
Classification
0280: Mathematics education
Identifier / keyword
Education
Title
Communications in mathematics
Author
Richards, Keith T.
Number of pages
90
Publication year
2004
Degree date
2004
School code
6200
Source
MAI 43/02M, Masters Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780496074983, 0496074989
Advisor
Chastain, Patricia L.
University/institution
Pacific Lutheran University
University location
United States -- Washington
Degree
M.A.E.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
1423317
ProQuest document ID
305039214
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305039214
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