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Record identifier : 569165
Personal Name - Primary Intelectual Responsibility : Yocum, Andrea
Title and statement of responsibility : Fostering a relational interpretation of the equal sign with first grade students: Math education action research [Thesis]
Publication, Distribution,Etc. : University of California, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : M.A
Body granting the degree : , University of California
Summary or Abstract : Research question. How do first-grade students' interpretations of the equal sign change after engaging in math activities for which they use the equal sign in varied contexts? Subquestions. How do students' interpretations of the equal sign, when used (1) in the context of noncanonical (backwards) number sentences written in the form, c = a+b; (2) in the context of noncanonical number sentences with addition operations on both sides of the equal sign (ex: a+b=c+d); and (3) in number sentences written in the form c=c, change after engaging in math activities for which they use the equal sign in varied contexts? Do students' (1) affective attitudes and /or (2) self-confidence attitudes towards math change after participating in this inquiry's instructional approaches? Research activities. Context. This study took place in a self-contained kindergarten/first grade combination class at an environmental science charter school. The participants included five English Language Learners and three English Only first grade students. Methods and data. The intervention lasted a period of three weeks with thirteen days of instruction incorporating four different instructional approaches including, but not limited to, math manipulatives, math problem representation, math word story problems, and student discussions for teaching the relational meaning of the equal sign and three different contexts thereof Data sets include a baseline and outcome oral interview achievement assessment, baseline and outcome math attitudes surveys (5-point Lichert scale), in-the-midst achievement assessments. audiotaped student discussions, and instructor observations. Results. Baseline and outcome achievement data comparisons reveal a 33 increase in the total number of relational interpretations of the equal sign. Students' responses indicated an increase between 12.5 and 50 more relational interpretations of the equal sign in "backward" (a=b+c) number sentences; 12.5 -25 more relational interpretations for number sentences written with addends and operations on both sides of the equal sign (a+b=a+b); and between 50 and 62.5 more relational interpretations of the equal sign for number sentences written in the form c=c. A comparison of students' outcome survey data with baseline survey data reveals a 37 increase in the number of highest possible affective attitudes and a 10 increase in the number of highest possible self-confidence attitudes for three out of five math tasks involved in the intervention..
Topical Name Used as Subject : Mathematics education
: Elementary education
Information of biblio record : TL
 
 
 
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