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A Descriptive Study of Elementary Ma...

Lewis, Wendy Michelle.

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A Descriptive Study of Elementary Mathematically Promising Student Interactions with Cognitively Demanding Math Tasks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Descriptive Study of Elementary Mathematically Promising Student Interactions with Cognitively Demanding Math Tasks./
作者:	Lewis, Wendy Michelle.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	218 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
標題:	Elementary education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29395976
ISBN:	9798358401310

A Descriptive Study of Elementary Mathematically Promising Student Interactions with Cognitively Demanding Math Tasks.
Lewis, Wendy Michelle.

A Descriptive Study of Elementary Mathematically Promising Student Interactions with Cognitively Demanding Math Tasks. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 218 p.

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2022.

National mathematics achievement results show that elementary students in the United States are not increasing in cognitive ability or critical thinking skills (NAEP, 2020). For this increase, mathematically promising students require more opportunities for cognitively demanding mathematics instruction. As a result, this descriptive study focused on the interactions and emergence of mathematical practices in seven third-grade students with a series of five tasks. The seven third-grade students were identified by their teachers as curious and mathematically promising. The tasks used in the two suburban classroom observations of the study were from the Tools 4 NC Teachers framework. Data sources collected included pre-and post-focus group audiotapes, classroom observations via audio and video, field notes, document analysis of student work, and a teacher debrief form. Blumer's theory of social constructivism (1969) and Lesh and colleagues' representational translation model (1987) guided this study. Findings from the students' interactions with the tasks showed they used a variety of interpersonal interactions, interactions between teacher and student, and visual representations. Students used mathematical writing to justify their reasoning in the tasks and reflection to communicate their conceptual mathematical understanding. Students grew in their understanding of the mathematical practices of perseverance through problem-solving, productive struggle, the construction of arguments, and the ability to make connections. These findings indicate the importance of ongoing curriculum development, including differentiated teacher guidance for mathematically promising students. This study's findings will also support mathematics teachers and leaders with a student-centered approach to teaching inquiry-based mathematics.

ISBN: 9798358401310Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Cognitively demanding tasks

A Descriptive Study of Elementary Mathematically Promising Student Interactions with Cognitively Demanding Math Tasks.
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520 $a National mathematics achievement results show that elementary students in the United States are not increasing in cognitive ability or critical thinking skills (NAEP, 2020). For this increase, mathematically promising students require more opportunities for cognitively demanding mathematics instruction. As a result, this descriptive study focused on the interactions and emergence of mathematical practices in seven third-grade students with a series of five tasks. The seven third-grade students were identified by their teachers as curious and mathematically promising. The tasks used in the two suburban classroom observations of the study were from the Tools 4 NC Teachers framework. Data sources collected included pre-and post-focus group audiotapes, classroom observations via audio and video, field notes, document analysis of student work, and a teacher debrief form. Blumer's theory of social constructivism (1969) and Lesh and colleagues' representational translation model (1987) guided this study. Findings from the students' interactions with the tasks showed they used a variety of interpersonal interactions, interactions between teacher and student, and visual representations. Students used mathematical writing to justify their reasoning in the tasks and reflection to communicate their conceptual mathematical understanding. Students grew in their understanding of the mathematical practices of perseverance through problem-solving, productive struggle, the construction of arguments, and the ability to make connections. These findings indicate the importance of ongoing curriculum development, including differentiated teacher guidance for mathematically promising students. This study's findings will also support mathematics teachers and leaders with a student-centered approach to teaching inquiry-based mathematics.
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