The Impact on Algebra vs. Geometry of a Learner's Ability to Develop Reasoning Skills

Lisa A. Johnson

ISBN 10: 1774190834 / ISBN 13: 9781774190838

Published by Maple Leaf Publishing Inc, 2021

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - In this master's thesis, Dr. Lisa A. Johnson Q.M.E., examines the impact of three reasoning skills - number sense, structure sense, and abstract reasoning - on algebra and geometry. The study concentrates its efforts on data compiled at Union High School, consisting of forty-eight math students and eight math teachers.Through the efforts of this study, Dr. Johnston determined that algebra relies on abstract reasoning and structure sense, while geometry does not. Moreover, Dr. Johnson observed that further instruction needs to be given to teachers on communicating the three reasoning skills, as the teachers studied were not sufficiently knowledgeable in these areas. With teacher improvements, students in non-sufficient school systems could better excel in mathematics.

Seller Inventory # 9781774190838

Bibliographic Details

• Title: The Impact on Algebra vs. Geometry of a Learner's Ability to Develop Reasoning Skills
• Publisher: Maple Leaf Publishing Inc
• Publication Date: 2021
• Language: English
• ISBN 10: 1774190834
• ISBN 13: 9781774190838
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 229W x 152H x 4D millimeters 229 millimeters width by 152 millimeters height by 4 millimeters depth
• Weight: 108 grams

About this title

Synopsis

In this master's thesis, Dr. Lisa A. Johnson Q.M.E., examines the impact of three reasoning skills - number sense, structure sense, and abstract reasoning - on algebra and geometry. The study concentrates its efforts on data compiled at Union High School, consisting of forty-eight math students and eight math teachers.

Through the efforts of this study, Dr. Johnston determined that algebra relies on abstract reasoning and structure sense, while geometry does not. Moreover, Dr. Johnson observed that further instruction needs to be given to teachers on communicating the three reasoning skills, as the teachers studied were not sufficiently knowledgeable in these areas. With teacher improvements, students in non-sufficient school systems could better excel in mathematics.