A Case Study of How Ninth Grade Mathematics Students Construct Knowledge during a Productive Failure Model

Autor/in	Westbrook, Amy Franks
Titel	A Case Study of How Ninth Grade Mathematics Students Construct Knowledge during a Productive Failure Model
Quelle	(2014), (307 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Mercer University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3211-1891-9
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Teachers; Mathematics Instruction; Resistance (Psychology); Problem Solving; Models; Constructivism (Learning); Teaching Methods; Qualitative Research; Grade 9; High School Students; Rural Schools; Case Studies; Knowledge Level; Prior Learning; Persistence; Algebra; Video Technology; Interviews; Interaction; Group Dynamics; Student Role; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Resistenz; Problemlösen; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Case study; Fallstudie; Case Study; Wissensbasis; Vorkenntnisse; Ausdauer; Interviewing; Interviewtechnik; Interaktion; Gruppendynamik
Abstract	This study addresses the problem of mathematics teachers' resistance to problem-solving models that align with constructivist perspectives because they feel pressure to utilize more teaching approaches that focus on preparing students for high-stakes tests. The purpose of this qualitative study was to explain how ninth grade mathematics students at a rural high school in Georgia constructed knowledge through student talk when problem solving using Kapur's (2012) productive failure design. An embedded case study design was used to understand how a group of students constructed knowledge through their use of talk, persistence during the task, and use of prior knowledge while working on a productive failure modeled task. The case for this research was a representative group of four ninth-grade students enrolled in a coordinate algebra course. Triangulation resulted from the collected data from multiple sources, which included videotaping, interviewing, and analyzing student artifacts. Utilization of the constructivist perspectives of Vygotsky (1934/1962), Piaget (1971), and Freire (1970/2012) served as a framework for analyzing the data. Analysis of the findings resulted in an in-depth understanding of how students persisted during a productive failure-modeled task and revealed three main themes: (a) the group's processes of interaction, (b) the roles the group members played during the task, and (c) the problem solving approaches the group utilized during the task. An interactive model of persistent problem solving was created to explain how the group utilized the three main themes in order to initiate their prior knowledge, chose different methods for solving, and persevered during the task. Suggestions for future research include study of a non-representative population, focus on the role of gender, writing, group size, and academic conversations; implementation of Kapur's (2012) productive failure design in a different content area; the role of group processes and student roles forwarded their conceptual knowledge; and the determination of the zone of proximal development during the model supports learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01