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Dissertation
Bridging math skills and math literacy though task design and implementation
Doctor of Philosophy (Ph.D.), Drexel University
Jun 2021
DOI:
https://doi.org/10.17918/00000430
Abstract
This multi-method case study explored the actual and perceived mathematical growth, as measured by the counting and measuring, problem writing tasks (CaMPWTs) and focus student interviews respectively, of fifth graders at Catherine Elementary Middle School as they completed tasks designed specifically to scaffold the development of a set of math skills that may actively support the development of math literacy. The goal of this research was to understand how the CaMPWT as an instructional model enhanced students mathematical growth over the course of their fifth grade year. Data collection included 22 classroom observations, interviews with eight focal students, the math teacher, and the math coach, and CaMPWT artifacts. Data analysis included quantitative and qualitative methods to identify student growth and themes in the data. Analysis of the research revealed various key findings. First, feedback is key to student learning and when students are given the opportunity to utilize the feedback to revise and resubmit their work, they will show improvement. Six of the eight focal students showed improvement from the in-person to the virtual classroom. Additionally, by providing feedback, the teacher was able to determine challenges students were facing and thus adjust her teaching. This was seen in Ms. Names use of the feedback-revise-resubmit cycle, and how she changed her lessons due to what she saw in the students' submissions. Second, through their participation in both the CaMPWTs and the lessons, the students ability to use of mathematical language and write word problems in context improved. Finally, the CaMPWTs provided a bridge from math skills to math literacy, as all of the focal students did experience growth in their use of math language and math concepts even if it did not look the same for each.
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Details
- Title
- Bridging math skills and math literacy though task design and implementation
- Creators
- Amanda L. Reinsburrow
- Contributors
- Valerie Klein (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- viii, 147 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991015241382504721