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The effects of students' natural lan...

Hunte, Cleda Bernedeen.

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The effects of students' natural language discourse on their mathematical problem-solving ability.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of students' natural language discourse on their mathematical problem-solving ability./
作者:	Hunte, Cleda Bernedeen.
面頁冊數:	148 p.
附註:	Adviser: Sigrin Newell.
Contained By:	Dissertation Abstracts International62-12A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3036975
ISBN:	0493501320

The effects of students' natural language discourse on their mathematical problem-solving ability.
Hunte, Cleda Bernedeen.

The effects of students' natural language discourse on their mathematical problem-solving ability. - 148 p.

Adviser: Sigrin Newell.

Thesis (Ph.D.)--Walden University, 2002.

This grounded theory study examined ways in which students use their natural language to help each other understand mathematical word problems and find appropriate strategies to solve them. The study sought to determine to what extent the students' problem-solving ability would improve if they could discuss mathematical problems in their natural language (i.e., Spanish, Ebonics, or street language). It also sought to determine if students could successfully move from their natural language to Standard English on assessment tests.

ISBN: 0493501320Subjects--Topical Terms:

1017588
Education, Mathematics.

The effects of students' natural language discourse on their mathematical problem-solving ability.
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245 1 0 $a The effects of students' natural language discourse on their mathematical problem-solving ability.
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502 $a Thesis (Ph.D.)--Walden University, 2002.
520 $a This grounded theory study examined ways in which students use their natural language to help each other understand mathematical word problems and find appropriate strategies to solve them. The study sought to determine to what extent the students' problem-solving ability would improve if they could discuss mathematical problems in their natural language (i.e., Spanish, Ebonics, or street language). It also sought to determine if students could successfully move from their natural language to Standard English on assessment tests.
520 $a Data were collected over an 8-week period by qualitative methods, namely, observation, focus groups, small- and large-group discussions, and student journal entries. The sample consisted of an eighth-grade class comprising 30 students (12 boys and 18 girls) of Latino, African American, and Jamaican descent. The school was located in an impoverished neighborhood of Brooklyn, NY, where drug dealing and drug use were said to be rampant and the crime rate high. When the study began, the students' mathematics scores were in the first quartile, according to district and state assessment tests.
520 $a The results of the study showed that students were not only happy to use their natural language to discuss mathematical word problems, but also were enabled by such discussions to read and understand the problems and cooperatively develop operational skills to solve them. Students developed social communities that helped them work cooperatively in groups to complete assigned tasks. Their journal entries expressed improved attitudes toward math and an increase in self-confidence and self-esteem as they took responsibility for their own learning.
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