Towers, JoAndrews, Heather J.2014-04-232014-06-162014-04-232014Andrews, 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/26386http://hdl.handle.net/11023/1427This 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.engUniversity 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.EducationEducation--ElementaryEducation--MathematicsEducationMathematicsConnectionsteachingmaster thesis10.11575/PRISM/26386