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Record identifier : 569758
Personal Name - Primary Intelectual Responsibility : Gelb, Joshua
Title and statement of responsibility : The effects of an exhaustive case generation teaching strategy on high school geometry students' conceptual understanding of definitions [Thesis]
Publication, Distribution,Etc. : University of California, Davis, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : M.A
Body granting the degree : , University of California, Davis
Summary or Abstract : An Exhaustive Case Generation Teaching Strategy had students explore the full scope of a definition by developing parameters to a definition and systematically representing each resulting case. Before the intervention students commonly had difficulty adapting a definition or concept to different circumstances, although they may have known the definition. It was expected that the Exhaustive Case Generation Class ( n = 34) would improve more than the Comparison Class ( n = 31) in applying concepts and definitions, generating cases, and their beliefs of definitions, and that English Learners would see slightly less improvement than non English Learners. This was because students investigated definitions visually, and it forced them to think about the full scope of the definition. The study was conducted over a timeframe of 8 class periods each 95 minutes in length with high school geometry students in grades 10, 11, and 12. An Exhaustive Case Generation Teaching Strategy had no observed effect on English Language Learners, or on students' attitude towards definitions. However the strategy caused a more academically diverse group of students to participate, and had more of an effect than the traditional method of giving the definition with an accompanying example, then having students complete practice problems from the textbook, on students' ability to apply definitions and concepts, and their ability to generate cases..
Topical Name Used as Subject : Mathematics education
: Secondary education
Information of biblio record : TL
 
 
 
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