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An Investigation of the Effects of Mathematical Discourse on the Achievement Level of Girls...
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An Investigation of the Effects of Mathematical Discourse on the Achievement Level of Girls Across Third, Fourth, and Fifth Grades
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Description
Identifier
Thesis
1830
Author
Foley, Alison J.
Title
An
Investigation
of the
Effects
of
Mathematical
Discourse
on the
Achievement
Level
of
Girls
Across
Third
,
Fourth
, and
Fifth
Grades
Publisher
Central Connecticut State University
Date of Publication
2006
Resource Type
Master's Thesis
Abstract
The
purpose
of this
study
was to
examine
how
mathematical
discourse
affects
the
achievement
level
of
girls
across
third
,
fourth
, and
fifth
grades
. The
Experimental
Group
sample
of
26
students
(13
boys
,
13
girls)
all
participated
in the
Project
M³
Program
:
Mentoring
Mathematical
Minds
for
third
,
fourth
, and
fifth
grades
. This
Program
,
funded
by a
U.S
.
Department
of
Education
Javits
Research
Grant
and
directed
by
Dr
.
M
.
Katherine
Gavin
from the
University
of
Connecticut
, has a
strong
emphasis
on
mathematical
discourse
in the
classroom
. The
Comparison
Group
sample
of
26
students
(13
boys
,
13
girls)
did
not
participate
in the
Project
M³
Program
.
Before
the
Experimental
Group
participated
in the
Program
, the
Experimental
Group
and the
Comparison
Group
performed
similarly
on
standardized
testing
(three
math
subtests
of the
IOWA
Tests
of
Basic
Skills)
as
found
in the
results
of an
ANOVA
,
finding
no
significant
difference
in the
two
group's
scores
.
After
one
year
of the
Program
, the
Experimental
Group
scored
significantly
higher
than the
Comparison
Group
on the
Iowa
Tests
, as
found
in the
results
of an
ANOVA
. The
results
indicate
that the
Project
M³
Program
had a
positive
effect
on the
Experimental
Group's
level
of
mathematical
achievement
.
Within
the
Experimental
Group
, an
ANOVA
was
performed
in
order
to
determine
whether
the
girls
achieved
significantly
higher
scores
than the
boys
on
standardized
testing
(three
math
subtests
of the
IOWA
Tests
of
Basic
Skills)
and
curriculum-based
testing
(Unit
pre-tests
and
post-tests)
.
When
examining
the
IOWA
Tests
, an
ANOVA
showed
no
statistical
differences
between
the
scores
of the
girls
and the
scores
of the
boys
. On the
other
hand
, the
results
of
ANOVA
showed
that for
three
out
of
six
curriculum
units
, the
girls
scored
significantly
higher
than the
boys
scored
on the
post-tests
. The
results
of the
post-tests
indicate
that
mathematical
discourse
does
positively
affect
girls
'
achievement
. A
survey
focusing
on the
learners
'
perception
of
themselves
as
mathematicians
revealed
two
significant
points
.
First
, the
majority
of the
girls
felt
that
working
with a
partner
(compared
to
working
alone)
gave
them
more
confidence
to
speak
in
front
of the
whole
class
.
Second
,
100%
of the
girls
selected
"
cooperative
" as the
best
term
to
describe
themselves
as a
mathematicians
,
while
only
53.8%
of the
boys
used
the
same
term
to
describe
themselves
.
Cooperative
partner
work
is
an
integral
part
of a
classroom
rich
in
mathematical
discourse
, and the
survey
indicated
that
girls
perceive
themselves
as
benefiting
in this
type
of
environment
.
Subject
Mathematical ability -- Sex differences
Mathematics -- Study and teaching (Elementary)
Department
Department of Mathematical Sciences
Advisor
Halloran, Philip P
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713734411
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