Discourse + Technology/Collaborative Learning = Fraction Success

dc.creator	Puckett, Kathleen
dc.creator	Hansen, Cory Cooper
dc.creator	Shea, Carol Palmer
dc.date	2011-05-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:22:17Z
dc.date.available	2015-08-12T11:22:17Z
dc.identifier	1937-3929
dc.identifier	https://doaj.org/article/8caf45c7b2d8406d9666f7010fdf2e69
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29363
dc.description	Recent national public policy addresses the need for strengthening mathematics communication and reasoning skills for elementary students. This study analyzed the effects of using podcasts to increase mathematical discourse on the fraction abilities of a sixth grade mathematics class. Students collaborated within small heterogeneous groups that completed a flow map to show steps in the process representing the sequence of a fraction problem‟s solution. Students grappled with their understanding of mathematics by turning the flow map into a radio script which was ultimately posted as a podcast on the classroom‟s website. Scores from district and school based assessments measured the growth of mathematical ability to add, subtract, and regroup mixed numbers with unlike denominators over a nine week period during the first half of the sixth grade. A paired sample t-test of the sixth grade pretest and posttest scores on a criterion-referenced assessment, revealed a statically significant difference. The use of precise mathematical vocabulary, displays of proper sequence to solve for the correct answer, and accuracy of answers increased. District created measures of progress remained consistent as the level of difficulty in the curriculum increased.
dc.language	English
dc.publisher	East Carolina University
dc.relation	http://www.joci.ecu.edu/index.php/JoCI/article/view/59/pdf
dc.relation	https://doaj.org/toc/1937-3929
dc.source	Journal of Curriculum and Instruction, Vol 5, Iss 1, Pp 68-84 (2011)
dc.subject	mathmatics education
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Discourse + Technology/Collaborative Learning = Fraction Success
dc.type	article