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dc.contributor.supervisor Serebrin, Wayne (Education) en
dc.contributor.author Amaral, Samantha Shyka
dc.date.accessioned 2010-04-06T15:33:48Z
dc.date.available 2010-04-06T15:33:48Z
dc.date.issued 2010-04-06T15:33:48Z
dc.identifier.uri http://hdl.handle.net/1993/3890
dc.description.abstract This action research study investigates the effectiveness of math journals, a writing-to-learn in mathematics tool, for improving grade one students’ communication of and understanding in mathematics. The relevant literature is comprehensively reviewed. Data collection takes the form of: pre-and post-questionnaires, samples of student math journal entries, teacher-research observations of student writing, and teacher-researcher field notes. The data gathered from four diverse students is selected, analyzed, and discussed. The findings suggest that students’ use of math journals can be: an effective means of enhancing learning and communication in mathematics; a way for the teacher to learn more about students’ mathematical thinking; and, a vehicle for encouraging written/drawn dialogue between students and the teacher, hence, informing ongoing instruction. en
dc.format.extent 871840 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject writing en
dc.subject mathematics en
dc.subject education en
dc.subject children en
dc.subject elementary en
dc.subject journals en
dc.title Children’s discursive representations of their mathematical thinking: an action research study en
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Curriculum, Teaching and Learning en
dc.contributor.examiningcommittee Morin, Francine (Education) Adamson, Pat (St. James-Assiniboia School Division) en
dc.degree.level Master of Education (M.Ed.) en
dc.description.note May 2010 en


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