Date of Award

8-16-2024

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

William Morris

Abstract

There is a strong need for fifth-grade students to become proficient in mathematical problem-solving using fractional computations because it will have a lasting impact on student achievement. Traditionally, mathematics is taught inside a brick-and-mortar classroom, grounded in rote memorization of facts, rules, and formulas. In recent years, more elementary students have enrolled fully in online learning environments, which emphasize on students becoming problem-solvers, specifically in fractional computation. The NCTM strongly encourages using mathematical discourse as an instructional method but employing mathematical discourse, but its applicability to online math learning is not well understood. This study addressed students' problem-solving skills, mathematical dispositions, and performance after implementing virtual discourse sessions using Pόlya’s four-step problem-solving model as a metacognitive-based learning model in an online learning environment. Three research questions guided this study: (a) to what extent does math discourse affect students' problem-solving skills in solving mathematical problems involving fractions?; (b) how does math discourse affect students' disposition toward mathematics?; and (3) to what extent does student discourse impact student performance when adding, subtracting, multiplying, and dividing fractions?

This study involved a convergent mixed methods approach with 25 fifth-grade students who engaged in mathematics discourse as an intervention. Quantitative data collected during i-Ready pre and post-test assessments and student individual problem-solving skills assessment interviews. The analysis revealed that the mean post-assessment scores M = 64.80 (SD = 19.18) were significantly higher than the mean pre-assessment scores M = 26.00 (SD = 21.41), t (24) = 10.33, p < .001. Data analysis revealed that participants utilized three out of four Pόlya’s problem-solving model steps.

The analysis of qualitative findings from teacher observations and individual interviews revealed three themes: (a) Confidence in Mathematics; (b) Metacognition: How I Learn; and (c) Motivation to Learn: What I am learning matters. Participants demonstrated that mathematical discourse improved confidence by accepting mistakes and adapting their problem-solving skills. Additionally, they were deeply engaged in mathematical tasks and could relate math to their lives.

Rights

© 2024, Laurie A Gentry-Goodale

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