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Identifier	Thesis 2172
Author	Lacy, John G., 1982-
Title	Incorporating Socratic seminars into a high school mathematics curriculum
Publisher	Central Connecticut State University
Date	2011; *
Resource Type	Master's Thesis
Notes	This research study examined whether the use of Socratic seminars is an effective teaching method in a high school mathematics classroom. The study was conducted over an eight-week period in the classrooms of two Pre-Calculus teachers in a magnet school that follows the Paideia model, which calls for Socratic seminars to be used in all classes. There were 79 students in grades 10, 11 and 12 who participated in the study. Before the research period began, the students were surveyed about how they felt about Socratic seminars in mathematics as compared to other classes. Based on these data, four new Socratic seminars were planned and implemented over the eight weeks and then the students were surveyed again to see if their views toward Socratic seminars in mathematics had changed significantly (hypothesis testing was done using a significance level of 5%). The results showed a significant increase over the eight weeks in the students’ enjoyment of Socratic seminars in mathematics and in their belief that the seminars helped them understand the class material. However, the results of the second survey still showed a significantly lower enjoyment level for Socratic seminars in mathematics when compared to other classes. Also, there was not a significant increase in the students’ beliefs about whether Socratic seminars in mathematics will ever help them in real life. The new Socratic seminars used in this research study did show some improvement, but more work needs to be done. A more effective analysis could be done if the teachers involved in this study were followed over a time period of at least one full year as they strive to improve their Socratic seminar planning and facilitation.
Subject	Mathematics -- Study and teaching (Secondary) Questioning -- Study and teaching (Secondary)
Department	Department of Mathematical Sciences
Advisor	Gould, S. Louise
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	804653119
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