Title
Mathematical Learning Centers and their Impact on Students’ Mathematical Learning and Understanding
Date of Award
5-1-2008
Degree Type
Thesis
Degree Name
Master of Science in Education (MSEd)
Department
Education and Human Development
Abstract
Students often struggle with mathematical word problems because they often cannot decide what steps they need to take to solve the problem. In this study, the author explores how learning centers impact the learning needs and problem-solving skills of diverse students, as well as how they might create opportunities for student collaboration. The researcher performed a case study focusing on three fourth grade students within her classroom—one higher achieving, one average, and one lower achieving. Learning centers were set up within the classroom for approximately eight weeks, during which the researcher observed students’ behavior. The researcher found that two of the three students lacked confidence in their problem solving skills, all three had difficulty identifying and discriminating between relevant and irrelevant information within the problem, and that students did not consistently apply problem solving strategies when at the centers. The researcher also found that the learning centers had the negative effect of making students implicitly aware of each other’s strengths and weaknesses, increasing their self-consciousness and sensitivity to differentiated instruction. Ultimately, the researcher found that the learning center provided a flexible, individualized learning environment that increased students’ problem solving skills and confidence in using mathematical language.
Repository Citation
Lantzer, Erin Miner, "Mathematical Learning Centers and their Impact on Students’ Mathematical Learning and Understanding" (2008). Education and Human Development Master's Theses. 895.
https://digitalcommons.brockport.edu/ehd_theses/895
Included in
Curriculum and Instruction Commons, Elementary Education Commons, Instructional Media Design Commons, Science and Mathematics Education Commons
Comments
Repository staff provided abstract to aid in discovery.
Repository staff removed information not essential to the integrity of the thesis to protect personal identifying information.