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dc.contributor.authorCross, Dionne Indera
dc.date.accessioned2014-03-04T02:44:13Z
dc.date.available2014-03-04T02:44:13Z
dc.date.issued2007-08
dc.identifier.othercross_dionne_i_200708_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/cross_dionne_i_200708_phd
dc.identifier.urihttp://hdl.handle.net/10724/24117
dc.description.abstractThe issue of mathematics underachievement among students has been an increasing national concern over the last few decades. Research suggests that academic success can be achieved by focusing on both the individual and social aspects of learning by creating a bridge between cognitive and socio-cultural views of knowledge and learning. Within the area of mathematics education, the development of metacognitive skills and the incorporation of discourse in classroom instruction has resulted in deeper conceptual understandings and increased mathematical achievement. However, studies in this field tend to focus on the effects of these practices separately, making research that seeks to harness the potential of both quite rare. The study described in this paper attempted to address this gap in the literature by examining the effects of writing and argumentation on achievement. Two hundred and eleven students and five teachers participated in this multi-methods study, which investigated the effects of three treatment conditions on mathematical achievement. These conditions were writing alone,argumentation alone, and writing and argumentation combined. Recognizing that teacher factors are also important in the developing and sustaining of effective learning environments and acknowledging the influence of teachers’ beliefs on any educational initiative, the study also sought to describe the beliefs of these five ninth grade mathematics teachers and investigated how consistently these beliefs were manifested in practice.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectMathematical argumentation
dc.subjectWriting
dc.subjectTeachers\' beliefs
dc.subjectMathematical beliefs
dc.subjectBelief Change
dc.titleCreating optimal mathematics learning environments
dc.title.alternativecombining argumentation and writing to enhance achievement
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorPaul A. Schutz
dc.description.committeePaul A. Schutz
dc.description.committeeDorothy White
dc.description.committeeMarty Carr
dc.description.committeeDenise Mewborn


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