Date of Award
Action Research Project
Master of Arts in Education
This study explores the impacts of small-group discourse on an eighth-grade algebra course. Participants of the study are 31 eighth grade students in an urban charter school. Data was collected using pre- and post-assessments, observational tracking, classroom discourse rubric, and student journaling. Data was collected over eight weeks. Results showed growth in assessment scores using pre- and post-assessments. There was an increase in class participation, observed through anecdotal notes. Also, using a discourse rubric, student groups increased their scores on questioning and evaluating mathematical concepts. Discourse will continue to be used to improve mathematical understanding and student efficacy. Weekly discourse will continue to be held to observe if the results of this study, conducted remotely, will be comparable to a similar study that is conducted through in-person learning.
Roth, Paige. (2021). Impacts of Discourse on Algebra Achievement, Higher-Order Thinking, and Student Efficacy at the Secondary Level. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/409