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dc.contributor.advisorHalquist, Donald
dc.contributor.authorCannon, Lauren
dc.date.accessioned2021-09-07T21:54:06Z
dc.date.available2021-09-07T21:54:06Z
dc.date.issued7/1/2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5696
dc.description.abstractAbstract The National Council of Teachers of Mathematics (NCTM) (2004) stated that in order to demonstrate knowledge and understanding of mathematics, students must be able to communicate about it. As a teacher-researcher, I have identified several of the reasons that there has been increased emphasis placed on communication in the mathematics classroom. Additionally, I explored the theoretical background of and research based effects of implementation of discussion into the secondary mathematics classroom in order to support my claim that discussion is an effective way to meet NCTM’s requirements while also aiding in implementation of the Common Core State Standards for Mathematics (New York State Education Department, 2014). I have proposed a method for introducing discussion into the math classroom by including an a seventh grade mathematics unit plan on rates with multiple discussion opportunities weaved into each lesson.
dc.subjectImplementing Discussion
dc.subjectMiddle School
dc.subjectWhole Brain Teaching
dc.subjectMathematics Education
dc.subjectDiscussion Methods
dc.titleImplementing Whole Class Discussions in a Seventh Grade Unit on Ratios
dc.typethesis
refterms.dateFOA2021-09-07T21:54:06Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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