ERIC Number: EJ1078597
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: N/A
Characteristics of Second Graders' Mathematical Writing
Cohen, Jeremy A.; Casa, Tutita M.; Miller, Heather C.; Firmender, Janine M.
School Science and Mathematics, v115 n7 p344-355 Nov 2015
This study compared the characteristics of second graders' mathematical writing between an intervention and comparison group. Two six-week Project M2 units were implemented with students in the intervention group. The units position students to communicate in ways similar to mathematicians, including engaging in verbal discourse where they themselves make sense of the mathematics through discussion and debate, writing about their reasoning on an ongoing basis, and utilizing mathematical vocabulary while communicating in any medium. Students in the comparison group learned from the regular school curriculum. Students in both the intervention and comparison groups conveyed high and low levels of content knowledge as indicated in archived data from an open-response end-of-the-year assessment. A multivariate analysis of variance indicated several differences favoring the intervention group. Both the high- and low-level intervention subgroups outperformed the comparison group in their ability to (a) provide reasoning, (b) attempt to use formal mathematical vocabulary, and (c) correctly use formal mathematical vocabulary in their writing. The low-level intervention subgroup also outperformed the respective comparison subgroup in their use of (a) complete sentences and (b) linking words. There were no differences between groups in their attempt at writing and attempts at and usage of informal mathematical vocabulary.
Descriptors: Mathematical Aptitude, Grade 2, Writing Skills, Student Characteristics, Intervention, Control Groups, Experimental Groups, Multivariate Analysis, Communication Skills, Discourse Communities, Discourse Analysis, Mathematical Logic, Thinking Skills, Vocabulary Skills, Content Area Writing, Achievement Gains, Program Effectiveness, Teaching Methods, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: 0733189