Characteristics of Second Graders' Mathematical Writing

Autor/inn/en	Cohen, Jeremy A.; Casa, Tutita M.; Miller, Heather C.; Firmender, Janine M.
Titel	Characteristics of Second Graders' Mathematical Writing
Quelle	In: School Science and Mathematics, 115 (2015) 7, S.344-355 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12138
Schlagwörter	Mathematical Aptitude; Grade 2; Writing Skills; Student Characteristics; Intervention; Control Groups; Experimental Groups; Multivariate Analysis; Communication Skills; Discourse Communities; Discourse Analysis; Mathematical Logic; Thinking Skills; Vocabulary Skills; Content Area Writing; Achievement Gains; Program Effectiveness; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Writing skill; Schreibfertigkeit; Multivariate Analyse; Kommunikationsstil; Diskursanalyse; Mathematical logics; Mathematische Logik; Denkfähigkeit; Aktiver Wortschatz; Schriftliche Übung; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	This study compared the characteristics of second graders' mathematical writing between an intervention and comparison group. Two six-week Project M2 units were implemented with students in the intervention group. The units position students to communicate in ways similar to mathematicians, including engaging in verbal discourse where they themselves make sense of the mathematics through discussion and debate, writing about their reasoning on an ongoing basis, and utilizing mathematical vocabulary while communicating in any medium. Students in the comparison group learned from the regular school curriculum. Students in both the intervention and comparison groups conveyed high and low levels of content knowledge as indicated in archived data from an open-response end-of-the-year assessment. A multivariate analysis of variance indicated several differences favoring the intervention group. Both the high- and low-level intervention subgroups outperformed the comparison group in their ability to (a) provide reasoning, (b) attempt to use formal mathematical vocabulary, and (c) correctly use formal mathematical vocabulary in their writing. The low-level intervention subgroup also outperformed the respective comparison subgroup in their use of (a) complete sentences and (b) linking words. There were no differences between groups in their attempt at writing and attempts at and usage of informal mathematical vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01