**ERIC Number:**ED511318

**Record Type:**Non-Journal

**Publication Date:**2010-Aug-11

**Pages:**62

**Abstractor:**As Provided

**Reference Count:**16

**ISBN:**N/A

**ISSN:**N/A

Passive or Passionate Participation in Mathematics: Diagnosing and Improving Student Participation in Mathematics

Gottler, Rose M.

Online Submission

The purpose of this study was to investigate the reasons behind fifth grade students' participation or non-participation in mathematical discussions, and determine whether this affected their understanding of the learning material. The researcher observed twenty-four students' participation or non-participation in mathematical discussions in a fifth grade classroom over the course of three months. The first half of the study documented student participation or non-participation when the teacher used a lecture-based teaching model. The second half of the study documented student participation or non-participation when the researcher used an inquiry-based teaching model. Quantitative and qualitative data was collected to determine which students participated and in what manners. Assessment results were also collected and evaluated for each of the lessons in the study. The data indicated that all of the students were participating in mathematical discussions for both styles of teaching. The rates of that participation and the nature of the participation were different from student to student, and from lesson to lesson. The inquiry-based method of teaching produced more favorable results in terms of total student participation than did the lecture-based format. The research did not provide sufficient evidence to prove or disprove a definite link between student participation or non-participation in mathematical discussions to student understanding of the learning material. Changes in the nature of student participation were affected by the mode of presentation of the learning material. Additional research is needed to prove or disprove a link between student participation in mathematics to understanding of the learning material. Educators need to apply inquiry-based methods for teaching mathematics in order to change the nature of student participation in mathematical discussions from passive listener to active learner. The following are appended: (1) Data Collection Matrix; (2) 5th Grade Mathematics Participation Observation Form; (3) 5th Grade Mathematics Participation Map; (4) 5th Grade Mathematics Participation Log; (5) Mathematics Participation Survey; (6) Mathematics Participation Log; (7) Mathematics Learning Survey; (8) 5th Grade Mathematics Participation Spreadsheet (lecture-based mathematics lessons); (9) 5th Grade Mathematics Participation Spreadsheet (inquiry-based mathematics lessons); (10) 5th Grade Mathematics Participation Survey Results; (11) 5th Grade Mathematics Participation Spreadsheet (participation averages for both teaching styles); and (12) 5th Grade Mathematics Math Learning Preferences Survey Results. (Contains 1 figure.)

**Publication Type:**Information Analyses; Reports - Research; Tests/Questionnaires

**Education Level:**Elementary Education; Grade 5

**Audience:**N/A

**Language:**English

**Sponsor:**N/A

**Authoring Institution:**N/A