Math in the Middle Institute Partnership
Date of this Version
7-2009
Abstract
In this action research study of my classroom of seventh grade mathematics, I investigated the impact of communication in the classroom. I focused on asking more open-ended questions in the hopes that students would engage in mathematical discourse with a focus on correctly using mathematical vocabulary. I also looked at the level of students’ understanding and achievement in mathematics class and the accuracy of students’ assessments of their own understanding when there is a focus on asking and answering open-ended questions. I discovered that students had a better understanding of vocabulary when they were asked more open-ended questions. I also found that students felt a lot more comfortable about communicating with peers and teachers after being exposed to more open-ended questions. As a result of this research, I plan to continue encouraging student oral communication in my classroom. My students will be encouraged to use appropriate math vocabulary in their everyday oral communication. Students in my classroom will be exposed to more open-ended questions and will be asked to explain how they reached their conclusions using correct math vocabulary.
Comments
Math in the Middle Institute Partnership, Action Research Project Report, in partial fulfillment of the MAT Degree. Department of Mathematics. University of Nebraska-Lincoln. July 2009.