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The Mathematical Richness of Instruc...

Zou, Jun.

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The Mathematical Richness of Instructional Explanation in Primary Mathematics Classrooms and Its Relation to Student learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Mathematical Richness of Instructional Explanation in Primary Mathematics Classrooms and Its Relation to Student learning./
作者:	Zou, Jun.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	189 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707441
ISBN:	9781321821109

The Mathematical Richness of Instructional Explanation in Primary Mathematics Classrooms and Its Relation to Student learning.
Zou, Jun.

The Mathematical Richness of Instructional Explanation in Primary Mathematics Classrooms and Its Relation to Student learning. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 189 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.

The main purpose of the present study was to investigate the mathematical richness and structural features of instructional explanation in 17 primary mathematics classrooms, and their relations to students' cognitive and affective performance in learning mathematics. Mathematical richness in the present study refers to the extent to which classroom instruction is related to mathematics, or the extent of doing or talking mathematics in classroom instruction. The indicators of mathematical richness of instructional explanation included the ratio of academic words and conceptual level of instructional explanations.

ISBN: 9781321821109Subjects--Topical Terms:

517650
Educational psychology.

The Mathematical Richness of Instructional Explanation in Primary Mathematics Classrooms and Its Relation to Student learning.
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245 1 4 $a The Mathematical Richness of Instructional Explanation in Primary Mathematics Classrooms and Its Relation to Student learning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 189 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Yu-jing Ni, Ling-po Shiu.
502 $a Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.
520 $a The main purpose of the present study was to investigate the mathematical richness and structural features of instructional explanation in 17 primary mathematics classrooms, and their relations to students' cognitive and affective performance in learning mathematics. Mathematical richness in the present study refers to the extent to which classroom instruction is related to mathematics, or the extent of doing or talking mathematics in classroom instruction. The indicators of mathematical richness of instructional explanation included the ratio of academic words and conceptual level of instructional explanations.
520 $a The data source of the study was from the project "Has curriculum reform made a difference? Looking for change in classroom practice" (Ni, Li, Cai, & Hau, 2009). The current study selected 17 primary mathematics classrooms and the 1013 students from the database. 477 episodes of instructional explanation were identified from the 51 videotaped lessons of the classrooms (3 lessons for each class). The content of all 51 lessons was about division with fractions. The identified episodes of instructional explanation were analyzed in terms of the indicators of mathematical richness. The students' achievement data included two times of assessment on three aspects of cognitive performance (calculation, simple problem solving, complex problem solving) and four aspects of their indicated attitude towards mathematics and learning mathematics (interest in learning mathematics, classroom participation, views of mathematics, literacy about mathematical communication).
520 $a Study One analyzed the structural features of instruction explanations in the 17 primary classrooms. The results indicated that teachers were used to guiding the students to provide explanations when constructing instructional explanation in the mathematics classrooms. Teachers' elicitations consisted of questions and responsive elicitations. Four levels of elicitation were identified. They were choice elicitation, product elicitation, process elicitation and metaprocess elicitation. The higher levels of elicitations (process and metaprocess elicitation) accounted for a significant amount in the classrooms. The teachers tended to let students express their views, provide explanations and arguments of reasoning.
520 $a Study Two investigated the mathematical richness of instructional explanations. The results showed that the ratio of academic words and conceptual level of instructional explanations could be valid and useful indicators of mathematical richness. The mathematical richness of instructional explanation was high for the observed classrooms in terms of the two indicators. Majority of the instructional explanations were mathematical and involved mathematical concepts and principles.
520 $a Study Three examined whether the richness and structural features of instructional explanation were able to predict student learning outcomes in the cognitive and affective domain. The results indicated that the mathematical richness positively predicted students' simple problem solving performance, but was negatively related to students' computation performance. Furthermore, its relation to students' complex problem solving performance was complicated, which was moderated by the students' prior status in the knowledge and skills. Lastly, mathematical richness was negatively associated with students' indicated interest in learning mathematics, view of mathematics and literacy about mathematical communication.
590 $a School code: 1307.
650 4 $a Educational psychology. $3 517650
650 4 $a Mathematics education. $3 641129
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710 2 $a The Chinese University of Hong Kong (Hong Kong). $b Educational Psychology. $3 3290538
773 0 $t Dissertation Abstracts International $g 76-10A(E).
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