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Analyzing Student Discourse: Protoco...

Cooper, Brandy.

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Analyzing Student Discourse: Protocols for Traditionally Marginalized Students in Mathematics Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Analyzing Student Discourse: Protocols for Traditionally Marginalized Students in Mathematics Classrooms./
Author:	Cooper, Brandy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	142 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
Contained By:	Dissertations Abstracts International81-07A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27663954
ISBN:	9781392774250

Analyzing Student Discourse: Protocols for Traditionally Marginalized Students in Mathematics Classrooms.
Cooper, Brandy.

Analyzing Student Discourse: Protocols for Traditionally Marginalized Students in Mathematics Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 142 p.

Source: Dissertations Abstracts International, Volume: 81-07, Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2020.

This item must not be sold to any third party vendors.

The goal of education is to prepare students for life outside of school. However, often students do not transfer what they learn in school to their everyday lives. Many skills are applicable in the real world and necessary for success. For example, developing discourse skills helps individuals to engage in problem solving and accomplish tasks. Historically, there are students who struggle in mathematics. These traditionally marginalized students include students with disabilities and English Language Learners. Mathematics education is changing due to the adoption of the Common Core State Standards. Within these standards are mathematical practices students engage in during learning. These new standards are a shift in content and process for mathematics teachers. However, many teachers are charged with implementing these new standards and practices with little to no training. This research study investigated the implementation of two frameworks to determine whether they are viable strategies for mathematics teachers to use to implement the new standards. Literature on previous research conducted on exploratory talk and peer-teaching protocols were reviewed, and two research questions were developed. A mixed-methods study was developed to determine the impact and benefits exploratory talk and a peer-teaching protocol have on students' learning and mathematics problem solving abilities at Milford Central Academy, a public school in Delaware, with a focus on traditionally marginalized students. Quantitative and qualitative data were collected and analyzed, and the data supported the implementation of both strategies. Further research is needed to determine if these results can be replicated in different classroom settings.

ISBN: 9781392774250Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Academic discourse

Analyzing Student Discourse: Protocols for Traditionally Marginalized Students in Mathematics Classrooms.
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500 $a Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a The goal of education is to prepare students for life outside of school. However, often students do not transfer what they learn in school to their everyday lives. Many skills are applicable in the real world and necessary for success. For example, developing discourse skills helps individuals to engage in problem solving and accomplish tasks. Historically, there are students who struggle in mathematics. These traditionally marginalized students include students with disabilities and English Language Learners. Mathematics education is changing due to the adoption of the Common Core State Standards. Within these standards are mathematical practices students engage in during learning. These new standards are a shift in content and process for mathematics teachers. However, many teachers are charged with implementing these new standards and practices with little to no training. This research study investigated the implementation of two frameworks to determine whether they are viable strategies for mathematics teachers to use to implement the new standards. Literature on previous research conducted on exploratory talk and peer-teaching protocols were reviewed, and two research questions were developed. A mixed-methods study was developed to determine the impact and benefits exploratory talk and a peer-teaching protocol have on students' learning and mathematics problem solving abilities at Milford Central Academy, a public school in Delaware, with a focus on traditionally marginalized students. Quantitative and qualitative data were collected and analyzed, and the data supported the implementation of both strategies. Further research is needed to determine if these results can be replicated in different classroom settings.
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