Date of Graduation
Spring 2012
Degree
Master of Science in Education in Secondary Education in Mathematics
Department
Mathematics
Committee Chair
Linda Plymate
Abstract
This study investigates the effect of a student's mathematical sense-making ability on his/her performance in mathematics. Students answered a short survey questioning their understanding of a mathematical topic on a daily quiz. These topics were separated into two categories: sense-making and non sense-making/rote learning. The researcher used the survey along with observations throughout instructional and tutoring sessions and the Chi-Square analysis test of independence to see if there was an association between a student's mathematical sense-making ability and their performance in the course. The students who demonstrated that they had a higher mathematical sense-making performed better in the course. These results can be used to help teachers realize that they need to have a curriculum and instructional techniques that require their students to use mathematical sense-making and reasoning. This study shows that mathematical sense-making and performance in a mathematics course are associated with each other.
Keywords
mathematical understanding, mathematical reasoning, mathematics, sense making, university freshmen, general education, algebra
Subject Categories
Science and Mathematics Education
Copyright
© Brian Benjamin Barnhouse
Recommended Citation
Barnhouse, Brian Benjamin, "A Study of Mathematical Reasoning and Sense-Making in a General Education Mathematics Course" (2012). MSU Graduate Theses/Dissertations. 1538.
https://bearworks.missouristate.edu/theses/1538
