Development of Seventh Grade Pre-algebra Students' Mathematical Problem Solving Through Written Explanations and Justifications PDF Download
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Author: Rebecca L. Jones
Publisher:
ISBN:
Category : Action research in education
Languages : en
Pages : 110
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Book 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.
Author: Rebecca L. Jones
Publisher:
ISBN:
Category : Action research in education
Languages : en
Pages : 110
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Book 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.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131987
Category : Education
Languages : en
Pages : 53
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Book Description
Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Author: Marilyn Burns
Publisher: Math Solutions
ISBN: 0941355136
Category : Education
Languages : en
Pages : 210
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Book Description
Writing in Math Class presents a clear and persuasive case for making writing a part of math instruction. Author and master teacher Marilyn Burns explains why students should write in math class, describes five different types of writing assignments for math, and offer tips and suggestions for teachers. In her usual engaging style, Marilyn Burns tells what happened in actual classrooms when writing was incorporated into math lessons. Illustrated throughout with student work. With a foreword by Susan Ohanian.
Author: Basil A. Williams
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 118
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Book Description
Author: Randall Inners Charles
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
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Book Description
"This book puts the goals of problem-solving evaluation in sharper foucs, describes several classroom evaluation techniques, and illustrates how these techniques might be used in practice." -- from p. 1.
Author: Sarah Reeves Frederickson
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 296
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Book Description
This case study followed three Hispanic and three Marshallese students' participation in a seventh grade pre-algebra unit over the course of four weeks. Pre-assessment items indicated that the students had difficulty with aspects of the mathematics register. Their teacher employed an interpretation of the gradual release model of instruction in which direct strategies for translating word problems into equations with unknowns were modeled prior to students doing similar problems on their own. In these situations, students showed some success in solving similar problems. However, post-assessment results indicated that none of the six students were able to successfully solve open response problems similar to the problems that were covered during the instructional unit. The main difference between the post-assessment problems and the pre- and during instruction problems was that the students were not directed to set up an equation prior to trying to solve the problem. Students were not able to apply procedures related to the mathematics register to solve contextualized problems when they were not given specific methods on how to set up the equations in advance of trying to solve the word problems. They struggled to set up an appropriate equation to represent the situation and appeared bound by the equation used to set up the situation in lieu of another strategy that might have produced a correct answer, underscoring the complexities involved in making sense of algebraic content.
Author: Deborah Loewenberg
Publisher: Rand Corporation
ISBN: 0833034111
Category : Education
Languages : en
Pages : 123
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Book Description
A clear need exists for substantial improvement in mathematics proficiency in U.S. schools. The RAND Mathematics Study Panel was convened to inform the U.S. Department of Education's Office of Educational Research and Improvement on ways to improve the quality and usability of education research and development (R&D). The panel identified three areas for focused R&D: development of teachers' mathematical knowledge used in teaching; teaching and learning of skills needed for mathematical thinking and problem-solving; and teaching and learning of algebra from kindergarten through the 12th grade.
Author: Sherry Parrish
Publisher: Math Solutions
ISBN: 1935099116
Category : Education
Languages : en
Pages : 434
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Book Description
"A multimedia professional learning resource"--Cover.
Author: Donna Wynkoop
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Ratio and proportional reasoning are critical concepts for students to understand to be successful in higher-level mathematics. In 1989, the National Council of Teachers of Mathematics (NCTM) published the Curriculum and Evaluation Standards for School Mathematics stating that the ability to reason proportionally is of "such great importance that it merits whatever time and effort that must be expended to assure its careful development" (NCTM, 1989, p. 82). According to the Common Core State Standards -- Mathematics (CCSS-M), the development of these concepts begins in kindergarten and culminates in grades six and seven, where they are separate domains. The participants in this study took Pre-Algebra in the sixth grade and Algebra I in the seventh grade, rather than the district CCSS-M based math curriculum and are considered double-accelerated students. Because of this acceleration they did not receive instruction in the domain of Ratio and Proportional Reasoning as set forth in the CCSS-M. The NCTM 2016 Position Statement on Providing Opportunities for Students with Exceptional Mathematical Promise states, "When considering opportunities for acceleration in mathematics, care must be taken to ensure that opportunities are available to each and every prepared student and that no critical concepts are rushed or skipped ..." (page 1). The critical concept of Ratio and Proportional Reasoning may have been rushed or skipped for these participants. Therefore, this case study sought to characterize the conceptual and Essential Understandings of Ratio and Proportional Reasoning of these double-accelerated participants. Participants were a convenience sample of eighth-grade students enrolled in a suburban middle school in south-central Pennsylvania. Data was predominantly collected via written documentation including pretest, instructional response, post-test, and limited participant journals. Researcher notes were transcribed to capture participant discussion and interaction with the researcher. Pretest and post-data were then analyzed and coded using researcher-created codes based on NCTM's Essential Understandings of Ratio and Proportional Reasoning Grades 6-8 and relevant conceptual understandings based on the literature. These double-accelerated participants demonstrated many of the same understandings as found in prior research conducted with on-grade level and lower-performing students. The implications of this study are that more care must be taken when accelerating students so that they develop deep, conceptual understandings in all areas of mathematics, but particularly in Ratio and Proportional Reasoning. The findings of this study call for more research into acceleration practices and curriculum development for accelerated students to ensure those students with exceptional mathematics promise have the understanding necessary to continue onto more advanced math topics.
Author: Michelle E. Sarver
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 650
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Book Description
