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Listening to teach, speaking to learn: a journey into mathematical learning through conversation

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dc.contributor.author DeBoice, Jeannie West
dc.date.accessioned 2009-09-29T17:27:20Z
dc.date.available 2009-09-29T17:27:20Z
dc.date.copyright 2009 en
dc.date.issued 2009-09-29T17:27:20Z
dc.identifier.uri http://hdl.handle.net/1828/1773
dc.description.abstract This project looks closely at the role of conversation in developing mathematical understandings in one third and fourth grade classroom. The data from this study comprises ten videotaped mathematics lessons that include 66 episodes of 2 to 10 minutes. These episodes feature conversations between the students and the teacher (Mrs. Howard), as a whole class and with me the researcher. This study focuses on the examination of the different ways in which the students’ conversations shaped their conceptual understanding. Five categories of conversations were identified and explored in this research: (a) student strategies, (b) playfulness of ideas in mathematics, (c) student misconceptions and/or misunderstandings, (d) student discoveries and (e) insights. My goal with this project was to witness the effect of collaborative conversation between the teacher and students and as well, to allow the reader a glimpse into the workings of one elementary mathematics classroom. en
dc.language.iso en en
dc.rights Available to the World Wide Web en
dc.subject elementary mathematics en
dc.subject mathematical conversations en
dc.subject misconceptions en
dc.subject strategies en
dc.subject questioning en
dc.subject listening en
dc.subject mathematizing en
dc.subject collaborative conversations en
dc.title Listening to teach, speaking to learn: a journey into mathematical learning through conversation en
dc.type project en
dc.contributor.supervisor Thom, Jennifer S.
dc.degree.department Dept. of Curriculum and Instruction en
dc.degree.level Master of Education M.Ed. en


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