How Children Signal That They Are Making Mathematical Connections

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atmire.migration.oldid2026
dc.contributor.advisorTowers, Jo
dc.contributor.authorAndrews, Heather J.
dc.date.accessioned2014-04-23T17:18:16Z
dc.date.available2014-06-16T07:00:32Z
dc.date.issued2014-04-23
dc.date.submitted2014en
dc.description.abstractThis study examines how children signal that they are experiencing the interconnectedness of mathematics while working on rich tasks. Based on guidelines recommended by the NCTM (2000), I define the “interconnectedness of mathematics” as how mathematical concepts build on one another; are connected to, and can be used with, other mathematical ideas; and apply in contexts outside of mathematics. A case study of two groups of three, grade-four students is described based on qualitative data from video recorded problem-solving sessions. Three themes emerged from the data gathered. The ways in which children signaled they were making mathematical connections included: 1) using known facts to solve new problems; 2) identifying appropriate strategies to solve a mathematics problem; and 3) making mathematical generalizations. I conclude by discussing the subtlety of some of the signals described in my themes and the implications of such subtle comments including:1) situation awareness; 2) time; and 3) assessment.en_US
dc.identifier.citationAndrews, H. J. (2014). How Children Signal That They Are Making Mathematical Connections (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26386en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/26386
dc.identifier.urihttp://hdl.handle.net/11023/1427
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation
dc.subjectEducation--Elementary
dc.subjectEducation--Mathematics
dc.subjectEducation
dc.subject.classificationMathematicsen_US
dc.subject.classificationConnectionsen_US
dc.subject.classificationteachingen_US
dc.titleHow Children Signal That They Are Making Mathematical Connections
dc.typemaster thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Arts (MA)
ucalgary.item.requestcopytrue
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