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Argumentation through policy-analysi...

Cunningham Moss, Latasha.

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Argumentation through policy-analysis: Designing effective standards-based mathematics for social justice instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Argumentation through policy-analysis: Designing effective standards-based mathematics for social justice instruction./
作者:	Cunningham Moss, Latasha.
面頁冊數:	151 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
Contained By:	Dissertation Abstracts International75-12A(E).
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3632944
ISBN:	9781321123418

Argumentation through policy-analysis: Designing effective standards-based mathematics for social justice instruction.
Cunningham Moss, Latasha.

Argumentation through policy-analysis: Designing effective standards-based mathematics for social justice instruction. - 151 p.

Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This item must not be sold to any third party vendors.

The adoption of new academic mathematics standards presents an opportunity to evaluate the problem types used in mathematics instruction. Because the majority of problems used in the K-12 setting are well-structured, few opportunities arise for students to use standards-based mathematics to evaluate and generate solutions for the ill-structured problems encountered outside of the classroom. In social justice for mathematics instruction, students are taught to use mathematics to evaluate and generate solutions to socially-relevant problems. These ill-structured problems can be presented as policy-analysis cases, for which multiple perspectives and solutions must be evaluated to determine the best solution, thereby providing opportunities for students to demonstrate the ability to generate arguments that are supported by mathematical data. This pre-experimental mixed methods study explored the extent to which policy-analysis problems support the development of argumentation skills in ninth grade students as well as the extent to which these problems support Common Core State Standards for Mathematics (CCSSM). This study included 32 ninth grade students, of which, 10 participated in interviews conducted after the lesson. Student responses to argumentation-based assessments, standards-based assessments, as well as interviews were scored to measure changes in performance following a social justice for mathematics lesson. The argumentation-based assessments were designed using a socially-relevant topic embedded in policy-analysis cases requiring open-ended responses describing argumentation components. The standards-based assessments were designed using CCSSM-based questions. The results of this study revealed that student performance on the standards-based assessment improved after exposure to the policy-analysis problems used in the lesson. These results suggest that student performance on standards-based assessments can improve through the use of policy-analysis problems and that the same use of these problems may not improve student performance on assessments requiring argumentative responses. The qualitative results of this study provided insight student confidence in their abilities to perform well in the course, use argumentation to solve problems, solve policy-analysis problems using algebra, and make social changes using argumentation. Future research using a randomized sampling technique with high schools throughout the country, multiple sites, and a larger sample size is recommended to determine the effectiveness of using policy-analysis problems in mathematics.

ISBN: 9781321123418Subjects--Topical Terms:

1669073
Education, Instructional Design.

Argumentation through policy-analysis: Designing effective standards-based mathematics for social justice instruction.
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