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dc.contributor.authorGoslin, Kathleen
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date2016-09-29 21:04:32.748en
dc.date2016-10-11 20:53:24.83en
dc.date.accessioned2016-10-12T22:39:35Z
dc.date.available2016-10-12T22:39:35Z
dc.date.issued2016-10-12
dc.identifier.urihttp://hdl.handle.net/1974/15100
dc.descriptionThesis (Master, Education) -- Queen's University, 2016-10-11 20:53:24.83en
dc.description.abstractThis study examines how one secondary school teacher’s use of purposeful oral mathematics language impacted her students’ language use and overall communication in written solutions while working with word problems in a grade nine academic mathematics class. Mathematics is often described as a distinct language. As with all languages, students must develop a sense for oral language before developing social practices such as listening, respecting others ideas, and writing. Effective writing is often seen by students that have strong oral language skills. Classroom observations, teacher and student interviews, and collected student work served as evidence to demonstrate the nature of both the teacher’s and the students’ use of oral mathematical language in the classroom, as well as the effect the discourse and language use had on students’ individual written solutions while working on word problems. Inductive coding for themes revealed that the teacher’s purposeful use of oral mathematical language had a positive impact on students’ written solutions. The teacher’s development of a mathematical discourse community created a space for the students to explore mathematical language and concepts that facilitated a deeper level of conceptual understanding of the learned material. The teacher’s oral language appeared to transfer into students written work albeit not with the same complexity of use of the teacher’s oral expression of the mathematical register. Students that learn mathematical language and concepts better appear to have a growth mindset, feel they have ownership over their learning, use reorganizational strategies, and help develop a discourse community.en_US
dc.languageenen
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsCreative Commons - Attribution - CC BYen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectlanguage of mathematicsen_US
dc.subjectgrowth mindseten_US
dc.subjectapplied linguistics mathematics educationen_US
dc.subjectmathematical discourseen_US
dc.subjectteacher oral language in mathematicsen_US
dc.subjectteacher to student oral language transfer in mathematicsen_US
dc.subjectfrequency of speechen_US
dc.subjectre-organizational strategiesen_US
dc.titleThe Effect of Purposeful Mathematics Discourse in the Classroom on Students’ Mathematics Language in the Context of Problem Solvingen_US
dc.typethesisen_US
dc.description.degreeMasteren
dc.contributor.supervisorPyper, Jamieen
dc.contributor.departmentEducationen


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