Date of Award
5-2022
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Quinn Moncada
Department/School
Montessori Elementary Education
Abstract
Upper-elementary mathematics becomes increasingly complex, and the gap between fluency and ineptitude grows. Considering the importance of math competency, the educator must act to narrow this achievement gap. This six-week action research study examined the effect of the implementation of teaching and encouraging student application of differentiated discourse strategies on mathematical achievement and empowerment on twenty-two nine-to-twelve-year old suburban students. Qualitative and quantitative data analysis yielded three key themes: nominal growth in student achievement, a marked increase in mathematical modeling, and a considerable shift in perception of discourse responsibility, impacting student mindset, behavior, and participation. Findings suggest that student engagement in mathematical discourse is a transformative practice. Further research is required to quantify academic gains over an extended period of intervention and the influence of adult execution in identifying the upper and lower zones of proximal development.
Recommended Citation
Anderson, Dawn. (2022). The Impact of Discourse on Math Learning in Upper Elementary. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/460
Math Discourse Presentation