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dc.contributor.advisorBarger, Ritaen
dc.contributor.authorErickson, Elizabeth E. A.
dc.date.issued2012-06-12
dc.date.submitted2012 Springen
dc.descriptionTitle from PDF of title page, viewed on June 12, 2012en
dc.descriptionDissertation advisor: Rita H. Bargeren
dc.descriptionIncludes bibliographic references (p. 124-130)en
dc.descriptionThesis (Ph.D.)--School of Education and Dept. of Mathematics and Statistics. University of Missouri--Kansas City, 2012en
dc.description.abstractThis study explored the mathematical problem-solving styles of middle school and high school deaf and hard-of-hearing students and the mathematical problem-solving styles of the mathematics teachers of middle school and high school deaf and hard-of-hearing students. The research involved 45 deaf and hard-of-hearing students and 19 teachers from a Midwestern state residential school for the deaf and hard-of-hearing and from the public school district which surrounds the residential school.en
dc.description.abstractThis research utilized the framework of mathematical problem-solving styles, based on the work of Dr. Steve Chinn and others. Mathematical problem-solving styles are related to the types of strategies used when approaching mathematical tasks. On one end of the spectrum there are strategies which approach mathematics in a formulaic way, using step-by-step approaches to solving mathematical problems. On the other end of the spectrum there are strategies which approach mathematics from a holistic perspective, making use of patterns and relationships.en
dc.description.abstractThe results showed that, in general, the students demonstrated a strong tendency toward the use of formulaic step-by-step approaches in solving mathematical problems, while the teachers tended to use both step-by-step approaches and holistic approaches involving mathematical patterns and relationships.en
dc.description.abstractNo significant difference in mathematical problem-solving style was found between deaf and hard-of-hearing students in residential educational settings and deaf and hard-of-hearing students in mainstream educational settings, or between teachers in residential settings and teachers in mainstream settings. A very weak linear relationship, however, was identified linking students who had spent a larger proportion of their education in residential settings for the deaf and hard-of-hearing with a greater tendency for step-by-step formulaic approaches. Among the teachers, a weak linear relationship was identified that linked more years of teaching experience with a greater tendency toward holistic approaches. It was also found that mathematics teachers utilized more holistic approaches while special education resource teachers (who taught mathematics to deaf and hard-of-hearing students) used more step-by-step approaches. It was further discovered that teachers who had completed at least one course at the calculus level utilized more holistic approaches involving patterns and mathematical relationships than teachers who had completed only mathematics courses below calculus.en
dc.description.tableofcontentsIntroduction -- Review of literature -- Methods -- Data analysis -- Discussion -- Appendix A. Permission to use the Test of Thinking Style in Mathematics -- Appendix B. Consent and assent forms for participants -- Appendix C. Demographic surveys for students and teachers -- Appendix D. Data analysis concerning gender and mathematical styleen
dc.format.extentxiv, 132 pagesen
dc.identifier.urihttp://hdl.handle.net/10355/14619
dc.publisherUniversity of Missouri--Kansas Cityen
dc.subject.lcshDeaf children -- Educationen
dc.subject.lcshMathematics -- Study and teachingen
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Educationen
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Mathematicsen
dc.titleMathematical problem-solving styles in the education of deaf and hard-of-hearing individualsen_US
dc.typeThesisen_US
thesis.degree.disciplineEducationeng
thesis.degree.disciplineMathematicseng
thesis.degree.grantorUniversity of Missouri--Kansas Cityen
thesis.degree.levelDoctoralen
thesis.degree.namePh.D.en


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