Process/concept analysis of sixth-grade mathematics
Connell, Michael Loren
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/20106
Description
Title
Process/concept analysis of sixth-grade mathematics
Author(s)
Connell, Michael Loren
Issue Date
1991
Doctoral Committee Chair(s)
Harnisch, Delwyn L.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Mathematics
Education, Educational Psychology
Language
eng
Abstract
Relying solely upon standardized examinations and usual forms of paper and pencil tests has been shown to possess severe limitations when used in assessing mathematical progress. Large numbers of students score high on such tests, both teacher made and standardized, yet still fail to possess essential conceptual understandings. Due to pressures put upon instructors for high scores these tests have come to shape student experiences and curriculum toward an emphasis on rote learning and algorithmic approaches to problem solving.
This dissertation investigated the relationship between Student-Problem (S-P) Curve theory and Structured Interviews, two alternative multi-source evaluation techniques. In addition, it investigated the uses classroom teachers made of the information.
Student assessment and process/concept data were gathered at the beginning, middle, and end of a school year for a group of six fifth and sixth grade instructors. These data were supplemented with interviews with the teachers and administrators concerning their classroom processes and uses made of the evaluative information.
Results indicate that although the groups proposed by S-P theory and that of the Structured Interview are nearly similar, there are important differences in the information which each provides. The S-P information, far from replacing the individual instructor judgment, is a powerful aid to professional decision making. In addition, it was found that in actual use both sources of information were at times placed at secondary importance to personal data acquired in the course of working with the students themselves and the political nature of the classroom-community interaction.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
