Writing to Understand, Explain, and Reflect: The Implementation of a Writers' Workshop Model in a Fourth-Grade Mathematics Classroom

Autor/in	Martin, Christie
Titel	Writing to Understand, Explain, and Reflect: The Implementation of a Writers' Workshop Model in a Fourth-Grade Mathematics Classroom
Quelle	(2013), (203 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of North Carolina at Charlotte
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-1347-5
Schlagwörter	Hochschulschrift; Dissertation; Writing Workshops; Grade 4; Elementary School Students; Elementary School Mathematics; Writing (Composition); Reflection; Elementary School Teachers; Qualitative Research; Interviews; Grounded Theory; Problem Solving; Teaching Methods; Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Schreibübung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Interviewing; Interviewtechnik; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernen
Abstract	The purposes of this study are to (1) understand how elementary school students use writing to reflect their learning and problem solving in mathematics; and (2) to explore how teachers adapt their instructional approaches based upon reflection on students' writing. This qualitative exploratory study spanned six weeks and included 18 implementations of an adapted Writers' Workshop in a fourth grade class during the beginning phases of introducing writing in a mathematics classroom. On a bi-weekly basis, the researcher worked with the classroom teacher to review the data and make changes to the workshop model. The data included students' writing, field notes from classroom observation, teacher-student conferencing transcriptions, the researcher's journal, and interviews with the students and the teachers. Data were analyzed using constant comparison method with grounded theory. This study suggests that teachers can understand the students' learning process and their mastery of mathematical concepts and vocabulary through students' writing. Students' written reflections and explanations of the problem-solving process can also inform instructional practices. Students' writing in this study prompted conferencing questions, assisted in grouping decisions, and influenced decisions of whether to move to a higher level of instruction. The Common Core State Standards include a movement in the direction of formative assessments that encourage feedback and development, and this study presents an instructional model that supports this direction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01