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The impact of daily number talks on the development of mental math abilities of second graders within a reform-based classroom

dc.contributor.advisorLawson, Alex
dc.contributor.authorMader-Stewart, Angela I.
dc.date.accessioned2018-06-29T15:29:22Z
dc.date.available2018-06-29T15:29:22Z
dc.date.created2018
dc.date.issued2018
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/4235
dc.description.abstractIn this mixed methods case study I examined the impact of daily number talks (or strings) on the development of mental math abilities of second graders within a reform-based classroom. I also looked at whether or not the implementation of number talks would increase students’ ability to calculate with accuracy, efficiency, and flexibility. Finally, I looked at whether or not the implementation of number talks would increase students’ understanding of place value and number relationships. The sample included one class of 19 second-graders to determine the overall impact of number talks, with a focus on six embedded case studies which amplified how this change occurred. A preassessment interview, two midassessments, twenty-four number talks, a postnumber talk questionnaire, and a postassessment interview were used over the span of six weeks. The twenty-four number talks were developed for students to invent, construct, and make sense of their own number strategies and their underlying key ideas. After six weeks of number talks, all students demonstrated an increase in accuracy, efficiency, and flexibility in their number calculations to 20. The case study data of two low-achieving, three average-achieving, and one high-level student reveals growth in their ability to articulate their thinking with an increase in their understanding of place value and number relationships.en_US
dc.language.isoen_USen_US
dc.subjectMental math abilitiesen_US
dc.subjectTraditional mathematics instructionen_US
dc.subjectReform-based mathematicsen_US
dc.titleThe impact of daily number talks on the development of mental math abilities of second graders within a reform-based classroomen_US
dc.typeThesisen_US
etd.degree.nameMaster of Educationen_US
etd.degree.levelMasteren_US
etd.degree.disciplineEducationen_US
etd.degree.grantorLakehead Universityen_US
dc.contributor.committeememberChambers, Joan


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