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A Case Study of Classroom Practices for Addition Strategies in First Grade.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Case Study of Classroom Practices for Addition Strategies in First Grade./
作者:	Rhodes, Lori St. Clair.
面頁冊數:	1 online resource (184 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9798363518744

A Case Study of Classroom Practices for Addition Strategies in First Grade.
Rhodes, Lori St. Clair.

A Case Study of Classroom Practices for Addition Strategies in First Grade. - 1 online resource (184 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ph.D.)--The University of Alabama at Birmingham, 2022.

Includes bibliographical references

This study addresses first graders' conceptual knowledge exhibited in addition strategies in relation to instructional practices and teachers' beliefs in a suburban Alabama school. To address the purpose of the study, the central question was "What is the nature of the relationship between curricular practices and beliefs and students' advanced strategy use for addition in first grade?" The study employs a case study design to obtain a deeper and more comprehensive view of students' conceptual understanding exhibited in advanced addition strategies in the context of the first-grade classroom. Student addition strategies were compared to instructional practices and teachers' beliefs to examine how practices and beliefs re related to student strategy use.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798363518744Subjects--Topical Terms:

1148686
Mathematics education.
Subjects--Index Terms:

AdditionIndex Terms--Genre/Form:

554714
Electronic books.

A Case Study of Classroom Practices for Addition Strategies in First Grade.
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504 $a Includes bibliographical references
520 $a This study addresses first graders' conceptual knowledge exhibited in addition strategies in relation to instructional practices and teachers' beliefs in a suburban Alabama school. To address the purpose of the study, the central question was "What is the nature of the relationship between curricular practices and beliefs and students' advanced strategy use for addition in first grade?" The study employs a case study design to obtain a deeper and more comprehensive view of students' conceptual understanding exhibited in advanced addition strategies in the context of the first-grade classroom. Student addition strategies were compared to instructional practices and teachers' beliefs to examine how practices and beliefs re related to student strategy use.
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653 $a Advanced addition strategies
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653 $a Instructional practices
653 $a Procedural fluency
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