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Learning Environments in Mathematics.
~
Turner, Vanshelle E.
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Learning Environments in Mathematics.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Learning Environments in Mathematics./
作者:
Turner, Vanshelle E.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:
64 p.
附註:
Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:
Dissertation Abstracts International78-09A(E).
標題:
Mathematics education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10254353
ISBN:
9781369721423
Learning Environments in Mathematics.
Turner, Vanshelle E.
Learning Environments in Mathematics.
- Ann Arbor : ProQuest Dissertations & Theses, 2017 - 64 p.
Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Thesis (Ed.S.)--Brenau University, 2017.
Learning mathematics is problematic for most primary school age children because mathematics is rote and the memorization of steps rather than an approach to seeing relationships that builds inquiry and understanding. Therefore, the traditional "algorithmic" way of teaching mathematics has not fully prepared students to be critical thinkers and problem solvers in mathematics. As a result, this study proposed a shift in the learning environment in mathematics. Number Talks provided this shift by allowing students to experience the autonomy of creating their own strategies to think critically and to approach problem solving tasks logically. For this reason, the researcher conducted a case study using a mixed-method approach to data collection analyze the effectiveness of number talks modeled by teachers to increase achievement in mathematics. Overall, student growth was achieved and an increase of student engagement help solidified the use of Number Talks taught effectively in a second grade ESOL classroom.
ISBN: 9781369721423Subjects--Topical Terms:
641129
Mathematics education.
Learning Environments in Mathematics.
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Learning mathematics is problematic for most primary school age children because mathematics is rote and the memorization of steps rather than an approach to seeing relationships that builds inquiry and understanding. Therefore, the traditional "algorithmic" way of teaching mathematics has not fully prepared students to be critical thinkers and problem solvers in mathematics. As a result, this study proposed a shift in the learning environment in mathematics. Number Talks provided this shift by allowing students to experience the autonomy of creating their own strategies to think critically and to approach problem solving tasks logically. For this reason, the researcher conducted a case study using a mixed-method approach to data collection analyze the effectiveness of number talks modeled by teachers to increase achievement in mathematics. Overall, student growth was achieved and an increase of student engagement help solidified the use of Number Talks taught effectively in a second grade ESOL classroom.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10254353
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