Thesis
Quantitative literacy and pedagogical discourse: questioning consistency and conceptual understanding
Washington State University
Master of Arts (MA), Washington State University
2010
Handle:
https://hdl.handle.net/2376/102003
Abstract
This qualitative study was designed to investigate the consistency of quantitative language use in second grade students' conceptual, mathematical development. This was done through document analysis of the National Council of Mathematics Teachers' Standards, the Washington State Standards, and the online teacher resource, Bridges (Fisher, 1999). Additional data included field notes of the teacher's talk in the classroom over a unit long study (double-digit addition and subtraction with regrouping) and pre and post individual interviews of a small, purposeful sampling of students' talk of this specific mathematical concept. It was found that the greatest consistency of quantitative language use occurred between Bridges and teacher discourse, while little consistency was evidenced between student quantitative language use and any other data set. Reasons and implications for this are discussed.
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Details
- Title
- Quantitative literacy and pedagogical discourse
- Creators
- Crystal C. Culp
- Contributors
- Mary F. Roe (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Teaching and Learning, Department of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; Pullman, Wash. :
- Identifiers
- 99900525021301842
- Language
- English
- Resource Type
- Thesis