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Full text of this paper is not available in the ETD Center. Copies may be available for inter-library loan from University of Cincinnati or may be available for purchase from Proquest/UMI

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SUPPORTING THE DISCOURSE: FIRST GRADERS COMMUNICATE MATHEMATICS

PING, MARY CATHERINE
http://rave.ohiolink.edu/etdc/view?acc_num=ucin991152558

Abstract Details

2001, EdD, University of Cincinnati, Education : Literacy.
This study provides a rich narrative and a purposeful discussion and analysis of one group of first grade students' mathematics Discourse. It investigates the vocabulary they use, the importance they give to mathematical dialogue, and the broad discourse field in which they participate. The National Council of Teachers of Mathematics (1989, 1991, 2000) suggests that discourse in mathematics promotes, solidifies, and expands concept development. This research focuses on the voice of the students and their perspectives, coupled with research observations. The children discuss the language they use, demonstrate the social elements of the mathematics community in the classroom, and model their communication skills. Broad ranges of Discourse are evidenced as children intertwine beliefs and values with mathematical dialogue and social considerations. While many theorists speculate on what "should be" happening in classrooms, this study looks at what is actually happening in one classroom. If discourse is to become an active part of learning in the mathematics classroom, realistic expectations for language development and use create a base line for growth. Through description and analysis, this study seeks to provide a window into the reality of Discourse in mathematics. It sheds light on the kinds of mathematical identity that is represented in dialogue, and the impact of individual's attitudes, values, and behaviors in the social and academic context. It recognizes multi-layered elements in curriculum choices; the impact of classroom culture; the value of student motivation. It confirms that students do think mathematical language is an indicator of competence and social status, is probably an important tool for learning, and is an indicator of identity. Finally, the data illuminate the influence of teachers on young children, and the power of their abilities and attitudes toward communication and learning as they model and teach mathematical language in the classroom.
Dr. Linda Amspaugh-Corson (Advisor)
1 p.
Mathematics
mathematics discourse; literacy/mathematics; discourse/mathematics; NCTM/discourse

Recommended Citations

Citations

  • PING, M. C. (2001). SUPPORTING THE DISCOURSE: FIRST GRADERS COMMUNICATE MATHEMATICS [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin991152558

    APA Style (7th edition)

  • PING, MARY. SUPPORTING THE DISCOURSE: FIRST GRADERS COMMUNICATE MATHEMATICS. 2001. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin991152558.

    MLA Style (8th edition)

  • PING, MARY. "SUPPORTING THE DISCOURSE: FIRST GRADERS COMMUNICATE MATHEMATICS." Doctoral dissertation, University of Cincinnati, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin991152558

    Chicago Manual of Style (17th edition)

ucin991152558
© 2001, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.