Connecting math talk communities, student reasoning and math assessments

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cityu.schoolAlbright School of Education
cityu.siteRenton
cityu.site.countryUnited States
dc.contributor.authorAlmon, Alison
dc.date.accessioned2020-06-10T20:20:47Z
dc.date.available2020-06-10T20:20:47Z
dc.date.issued2020-06
dc.description.abstractThis action research project explores the possible connections between the development of a math talks community in a classroom and student performance on standards-based assessments. The project includes nine student volunteers in a fifth-grade classroom and utilizes their classroom participation, exit ticket scores, and assessment performance as data measures. The project was interrupted by a county-wide school closure due to the COVID-19 pandemic shortly after the intervention period began. Initial findings seemed to confirm earlier research around the connection between exit ticket scores and student test performance but no conclusions could be drawn regarding the connections between math talks and student performance.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/897
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectaction research
dc.subjectmath talks community
dc.subjectstandards-based assessments
dc.subjectcovid-19 pandemic
dc.subjectstudent performance
dc.titleConnecting math talk communities, student reasoning and math assessments
dc.typeThesis
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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