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The role of math talk in concept for...

Zeiger, Samara Rachel.

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The role of math talk in concept formation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The role of math talk in concept formation./
Author:	Zeiger, Samara Rachel.
Description:	262 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3664538
ISBN:	9781339287294

The role of math talk in concept formation.
Zeiger, Samara Rachel.

The role of math talk in concept formation. - 262 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--Mercer University, 2015.

This study addresses the problem of students' failure to demonstrate improvement in mathematical performance as revealed on the 2009 National Assessment of Educational Progress (NAEP) of Grades 4 and 8 (NCES, 2009). My study examined how spoken and written communication aided students in understanding mathematical concepts. Whether spoken or written, communication provides students the chance to express their mathematical understanding and create meaning at an individual level. The purpose of this qualitative study was to explain how students in a fourth/fifth grade, multiage, private school classroom in north Georgia were able to utilize spoken and written communication as a way of understanding mathematical concepts. The methodology for this study was qualitative, as I observed the entire class during mathematics instruction, read and analyzed the writing samples of four case study participants, and conducted interviews based on participant writing samples. The four case study participants allowed for an in-depth analysis of student's written math talk, while whole class observations provided information on the types of teacher math talk and student math talk. Vygotsky's (1962/2012) view of concept formation provided the theoretical framework for this study, while my conceptual frameworks were Writing Across the Curriculum, writing to learn, and Halliday's (2003) Seven Functions of Oral Language. The findings of the study provide insight into the relationship between the contexts of math talk and the types of math talk that occurred in the multiage classroom, and how both spoken and written communication aided students in conceptually understanding mathematics concepts. Recommendations for further study included investigating peer conversations in depth to differentiate types of talk in peer and whole class groupings, recreating the study in a public school setting, and determining why teachers are asking more questions than students ask during mathematics instruction.

ISBN: 9781339287294Subjects--Topical Terms:

641129
Mathematics education.

The role of math talk in concept formation.
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020 $a 9781339287294
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100 1 $a Zeiger, Samara Rachel. $3 3187597
245 1 4 $a The role of math talk in concept formation.
300 $a 262 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: Jane West.
502 $a Thesis (Ph.D.)--Mercer University, 2015.
520 $a This study addresses the problem of students' failure to demonstrate improvement in mathematical performance as revealed on the 2009 National Assessment of Educational Progress (NAEP) of Grades 4 and 8 (NCES, 2009). My study examined how spoken and written communication aided students in understanding mathematical concepts. Whether spoken or written, communication provides students the chance to express their mathematical understanding and create meaning at an individual level. The purpose of this qualitative study was to explain how students in a fourth/fifth grade, multiage, private school classroom in north Georgia were able to utilize spoken and written communication as a way of understanding mathematical concepts. The methodology for this study was qualitative, as I observed the entire class during mathematics instruction, read and analyzed the writing samples of four case study participants, and conducted interviews based on participant writing samples. The four case study participants allowed for an in-depth analysis of student's written math talk, while whole class observations provided information on the types of teacher math talk and student math talk. Vygotsky's (1962/2012) view of concept formation provided the theoretical framework for this study, while my conceptual frameworks were Writing Across the Curriculum, writing to learn, and Halliday's (2003) Seven Functions of Oral Language. The findings of the study provide insight into the relationship between the contexts of math talk and the types of math talk that occurred in the multiage classroom, and how both spoken and written communication aided students in conceptually understanding mathematics concepts. Recommendations for further study included investigating peer conversations in depth to differentiate types of talk in peer and whole class groupings, recreating the study in a public school setting, and determining why teachers are asking more questions than students ask during mathematics instruction.
590 $a School code: 1160.
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
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710 2 $a Mercer University. $3 1265016
773 0 $t Dissertation Abstracts International $g 77-04A(E).
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791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3664538