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    Tua'll (and then) I used math to tell a story: Using think alouds to enhance agency and problem solving in an indigenous high school mathematics class

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    Author
    Boyd, Jennifer Ayaginaar
    Chair
    Patterson, Leslie
    Committee
    Martelle, Wendy
    Siekmann, Sabine
    Keyword
    algebra
    study and teaching
    Alaska
    Toksook Bay
    mathematics
    Yupik Eskimos
    secondary education
    translanguaging
    linguistics
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/11122/10888
    Abstract
    This paper examines action research in a high school math classroom with a focus on student discourse and agency. Students' use of language to explain their problem-solving processes was documented and analyzed. Specifically, the focus was on variations in student language and how the teacher responded to students during the problem-solving process. The following questions guided the analysis of what happened in the classroom: 1) How do my students talk about their math process? 2) How do I mediate their problem solving? One of the teacher researcher's earliest realizations was that she interfered in students' opportunities to problem solve on their own. Additionally, the students' explanations of their "problem-solving process" included more narration than justification or explanation of the process. On reflection, the teacher researcher decided to return to the research process to look further into these interactions while students were problem-solving. The second phase of research focused on student agency and how teachers can mediate for their students. Over a four-week period, the teacher researcher looked at the influences of multiple levels of assistance while each student was talking through his or her problem-solving process. Data sources include field notes, student artifacts, videos of student think aloud videos, and transcriptions of group work from the teacher researcher's classroom. The findings provide detailed insights into how these high school students approach math problems and how they describe and explain their problem-solving processes. The teacher researcher explores implications for teacher actions, insights into how students work together, and observations of students discussing their problem solving. Specifically, the teacher researcher noticed a need for language focus in mathematics instruction. In addition, teachers should problem solve with their students, rather than for their students; and allow students to mediate with each other to develop student agency.
    Description
    Thesis (M.A.) University of Alaska Fairbanks, 2019
    Date
    2019-12
    Type
    Thesis
    Collections
    Theses (Linguistics)
    College of Liberal Arts

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