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dc.contributor.advisorNewton, Kristie Jones, 1973-
dc.creatorWillard, Catherine
dc.date.accessioned2020-11-05T19:50:39Z
dc.date.available2020-11-05T19:50:39Z
dc.date.issued2015
dc.identifier.other931912258
dc.identifier.urihttp://hdl.handle.net/20.500.12613/4037
dc.description.abstractCurrent reform efforts, which aim to improve the mathematics abilities of American citizens, call for mathematics instruction that emphasizes sense making, reasoning and argumentation. This study was conducted to understand the outcomes of Collaborative Reasoning, a reform-oriented instructional strategy, in seventh and eighth grade mathematics classrooms. An embedded, quasi-experimental, mixed-methods design was used to investigate: the effects of Collaborative Reasoning on students' mathematics performance, and the ways in which students' reasoning abilities change as a result of participating in Collaborative Reasoning. The quantitative results revealed statistically significant changes in mathematics performance from pre-test to post-test. Post-test analysis showed a statistically significant difference in assessment scores, with the treatment group out-performing their comparison group peers. The qualitative results of the study show that as a result of participating in Collaborative Reasoning sessions, students were choosing reasoning strategies that were more appropriate, were using appropriate reasoning strategies more consistently, and were better able to verbally explain their reasoning. Finally, it was found that as students participate in Collaborative Reasoning their discourse becomes less calculational and more conceptual in nature, and more students become active participants within small group discussions.
dc.format.extent197 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Mathematics
dc.subjectEducation
dc.subjectArgumentation
dc.subjectCollaborative Reasoning
dc.subjectReform-oriented Instruction
dc.titleEffects of Collaborative Reasoning on Students' Mathematics Performance and Numerical Reasoning Abilities
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberLombardi, Doug, 1965-
dc.contributor.committeememberBrandt, Carol B.
dc.contributor.committeememberSchifter, Catherine
dc.contributor.committeememberWasik, Barbara A.
dc.description.departmentMath & Science Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/4019
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-05T19:50:39Z


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