How Children Signal That They Are Making Mathematical Connections
Date
2014-04-23
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Abstract
This 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.
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Education, Education--Elementary, Education--Mathematics, Education
Citation
Andrews, 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/26386