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SUPPORTING MATHEMATICAL EXPLANATION, JUSTIFICATION, AND ARGUMENTATION, THROUGH MULTIMEDIA: A QUANTITATIVE STUDY OF STUDENT PERFORMANCE

Stoyle, Keri L.
http://orcid.org/0000-0003-0925-355X
http://rave.ohiolink.edu/etdc/view?acc_num=kent1460722361

Abstract Details

2016, PHD, Kent State University, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences.
The purpose of this quantitative study examined the effects a classroom blog had on student performance in the area of conceptual and procedural understandings of fractions. Specifically, the study examined the effects of self-explaining with a peer (explain, justify, and argumentation) to the solving of traditional paper pencil mathematical tasks alone (solving on your own). The experimental groups (i.e. face-to-face and blog groups) solved identical mathematical tasks to the traditional alone group by explaining their solution through justification with evidence from the task by self-explaining with peers. Both experimental groups engaged in mathematical discourse by explaining and justifying their understandings, as well as critiquing and arguing the thinking of other student responses through self-explaining with peers; however, one group used a multimedia tool. This quasi-experimental design study further explored how interactive and constructive mathematical discourse (i.e. explanation, justification, and argumentation) through a classroom blog supported student performance of fifth-grade students on conceptual and procedural fraction knowledge and the retention of this knowledge over time. To measure the change in student performance, a pretest- posttest, and delayed posttest was administered to measure the conceptual and procedural knowledge of fractions. Participants included 134 fifth grade students, ages 9-11 years old. Data collection was analyzed using repeated measures ANOVA with one between –subjects factor.
Bradley Morris, PHD (Committee Co-Chair)
Richard Ferdig, PHD (Committee Co-Chair)
Karl Kosko, PHD (Committee Member)
124 p.
Educational Psychology; Educational Technology; Elementary Education; Mathematics Education; Middle School Education
self-explaining; explanation, justification, and argumentation; mathematical practice standards; conceptual and procedural understanding of fractions; interactive and constructive learning; TPAK; cognitive and constructivist learning; student performance

Recommended Citations

Citations

  • Stoyle, K. L. (2016). SUPPORTING MATHEMATICAL EXPLANATION, JUSTIFICATION, AND ARGUMENTATION, THROUGH MULTIMEDIA: A QUANTITATIVE STUDY OF STUDENT PERFORMANCE [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460722361

    APA Style (7th edition)

  • Stoyle, Keri. SUPPORTING MATHEMATICAL EXPLANATION, JUSTIFICATION, AND ARGUMENTATION, THROUGH MULTIMEDIA: A QUANTITATIVE STUDY OF STUDENT PERFORMANCE . 2016. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1460722361.

    MLA Style (8th edition)

  • Stoyle, Keri. "SUPPORTING MATHEMATICAL EXPLANATION, JUSTIFICATION, AND ARGUMENTATION, THROUGH MULTIMEDIA: A QUANTITATIVE STUDY OF STUDENT PERFORMANCE ." Doctoral dissertation, Kent State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460722361

    Chicago Manual of Style (17th edition)

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© 2016, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.