Author

Kelsie Ruter

Date of Award

4-2015

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Education

Abstract

This action research study examines the effects of using number talks instruction in the second grade classroom on number sense/critical thinking in mathematics. The sample included 47 students from two second grade classes in two suburban public elementary schools serving mostly upper middle class neighborhoods. For four weeks in the middle of the second trimester, an experimental group was exposed to the teaching of math through number talks, in addition to their regular math instruction. A control group was instructed using their regular methods and curriculum. Both groups were given a pretest and posttest of “rich math tasks.” Comparison data showed that there was not a significant difference found between the experimental group and the control group.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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