Date of Award
5-2016
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Amy Adams
Department/School
Curriculum and Instruction
Abstract
The purpose of this action research is to explore the ways mathematical discourse effects number sense in the primary classroom. A study was done in a first grade classroom with 18 students to determine if increasing mathematical discourse in the classroom through the use of “Number Talks” by Parrish and “5 Practices for Orchestrating Mathematical Discussions” by Smith and Stein, student number sense will increase. The findings suggest that through effective questioning in whole-group and small-group instruction, open- strategy sharing, and quantitative imagery, students’ number sense will increase. Students in classrooms with rich mathematical discourse will potentially become more comfortable sharing math strategies and will be more confident in their own mathematical abilities. Sources of data collection include a district written and mandated test to measure number-sense in primary students, a student self-assessment, math unit tests, and teacher field notes. The study was conducted over a six-week time period, it may be more successful if done from the beginning of the school year.
Recommended Citation
Danielowski, Julie. (2016). Increasing Number Sense through Mathematical Discourse in the Primary Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/167