Abstract/Notes: Upper-elementary mathematics becomes increasingly complex, and the gap between fluency and ineptitude grows. Considering the importance of math competency, the educator must act to narrow this achievement gap. This six-week action research study examined the effect of the implementation of teaching and encouraging student application of differentiated discourse strategies on mathematical achievement and empowerment on twenty-two nine-to-twelve-year old suburban students. Qualitative and quantitative data analysis yielded three key themes: nominal growth in student achievement, a marked increase in mathematical modeling, and a considerable shift in perception of discourse responsibility, impacting student mindset, behavior, and participation. Findings suggest that student engagement in mathematical discourse is a transformative practice. Further research is required to quantify academic gains over an extended period of intervention and the influence of adult execution in identifying the upper and lower zones of proximal development.

Language: English

Published: St. Paul, Minnesota, 2022

Abstract/Notes: Why elementary

Language: English

Abstract/Notes: [Edgecliff College, Cincinnati, Ohio]

Language: English

ISSN: 0519-0959

Language: English

Abstract/Notes: Measurement is a critical aspect of mathematics that affords opportunities for learning while applying and engaging with a host of other mathematical topics (Clements and Bright, 2003, p. xi). Although measurement is a theme that permeates all areas of mathematics as well as day-to-day life, research has shown that many learners find it an aspect of mathematics that is difficult to grasp, with learners often "not understand[ing] the attribute being measured or the units that are used for measurement" (O'Keefe and Bobis, 2008, p. 391). Learners often find particular difficulty in determining the surface area and/or volume of a given object. Van de Walle (2004) argues that when learners are only taught the performance of the skills of a particular procedure at the expense of developing and engaging with the concept itself, they become reluctant to attach meaning to it. This problem poses many challenges for mathematics teachers.

Language: English

ISSN: 1990-6811

Abstract/Notes: Existing learning techniques such as problem-based learning, project-based learning, or case study learning are learning techniques that focus mainly on technical details, but give no specific guidelines on learner’s experience and emotional learning aspects such as arousal salience and valence, being emotional states important factors affecting engagement and retention. Some approaches involving emotion in educational settings, such as social and emotional learning, lack neuroscientific rigorousness and use of specific neurobiological mechanisms. On the other hand, neurobiology approaches lack educational applicability. And educational approaches mainly focus on cognitive aspects and disregard conditioning learning. First, authors start explaining the reasons why it is hard to learn thoughtfully, then they use the method of neurobiological mapping to track the main limbic system functions, such as the reward circuit, and its relations with perception, memories, motivations, sympathetic and parasympathetic reactions, and sensations, as well as the brain cortex. The authors conclude explaining the major finding: The mechanisms of nonconscious learning and the triggers that guarantee long-term memory potentiation. Afterward, the educational framework for practical application and the instructors’ guidelines are established. An implementation example in engineering education is given, namely, the study of tuned-mass dampers for earthquake oscillations attenuation in skyscrapers. This work represents an original learning technique based on nonconscious learning mechanisms to enhance long-term memories that complement existing cognitive learning methods.

Language: English

Language: English

Language: English

Language: English

Language: English