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Discourse + technology/collaborative learning = fraction success.

机译：话语+技术/协作学习=成功分数。

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摘要

Recent national public policy addresses the need for strengthening mathematics problem solving, communication and reasoning for the elementary school students as stated in the National Standards written by the National Council of Teachers of Mathematics (NCTM).;This study was designed to analyze the effects of working collaboratively, using technology and increasing mathematical discourse on the fraction problem solving abilities of a sixth grade mathematics class. The mathematics class, located in a suburban school setting, was introduced to working more collaboratively by being grouped in small heterogeneous groups that worked on a problem together by creating a Thinking Map (a drawing to show the steps in the process) of the sequence for a solution to a fraction problem. Students were encouraged to question each other's thinking as they grappled with their understanding of mathematics and problem solving. The class then used technology to record the steps, which had been turned into a script, for a podcast they produced for the Internet. While the class was involved with this process, the classroom discourse was enriched through the use of precise, mathematical vocabulary.;Several measures were used to demonstrate growth of the students. Scores from several state, district and local school tests were used to measure the growth of these students from the spring of fifth grade to October of their sixth grade year. A paired sample T test, run on the sixth grade pre/post test scores revealed that the difference between the means is statistically significant at 95% confidence (T=-4.323, degrees of freedom=19, p.05). Results indicate that the ability to use precise vocabulary, display the proper sequence and solve for the correct answer, written in the lowest terms, increased. However, the district created measures remained consistent with no marked change.
机译：根据国家数学教师委员会（NCTM）编写的《国家标准》，最近的国家公共政策满足了加强针对小学生的数学问题解决，交流和推理的需求。本研究旨在分析数学的影响通过合作使用技术并增加有关六年级数学班级分数解决问题能力的数学论述。坐落在郊区学校环境中的数学课被引入到更协作的工作中，方法是将它们分成小组，通过创建思维顺序图（显示过程中的步骤的图）来共同解决问题，分数问题的解决方案。鼓励学生在对数学和解决问题的理解中互相质疑。然后，该班级使用技术记录他们为Internet制作的播客的步骤，这些步骤已被转换成脚本。在课堂上参与这一过程的同时，通过使用精确的数学词汇丰富了课堂话语。;采取了多种措施来证明学生的成长。从几个州，地区和地方学校考试获得的分数用于衡量这些学生从五年级春季到六年级十月的成长情况。在六年级前/后测试分数上进行的配对样本T检验显示，均值之间的差异在95％置信度上具有统计学意义（T = -4.323，自由度= 19，p <.05）。结果表明，使用最精确的词汇，显示正确的顺序并以最低的要求写出正确答案的能力得到了提高。但是，该地区制定的措施仍保持一致，没有明显变化。

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  • 作者

    Shea, Carol Palmer.;

  • 作者单位

    Arizona State University.;

  • 授予单位 Arizona State University.;
  • 学科 Education Mathematics.;Education Technology of.;Education Curriculum and Instruction.;Education Elementary.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 58 p.
  • 总页数 58
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;初等教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:29

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