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dc.contributor.authorKosko, Karl Wesleyen_US
dc.date.accessioned2014-03-14T21:10:15Z
dc.date.available2014-03-14T21:10:15Z
dc.date.issued2010-03-26en_US
dc.identifier.otheretd-04062010-115315en_US
dc.identifier.urihttp://hdl.handle.net/10919/37551
dc.description.abstractThis dissertation focuses on the development and testing of a conceptual framework for student motivation in mathematical discussion. Specifically, this document integrates Yackel and Cobbâ s (1996) framework with aspects of Self-Determination Theory (SDT), as described by Ryan and Deci (2000). Yackel and Cobb articulated the development of studentsâ mathematical dispositions through discussion by facilitating student autonomy, incorporating appropriate social norms and co-constructing sociomathematical norms. SDT mirrors these factors and describes a similar process of self-regulation through fulfillment of the individual needs of autonomy, social relatedness, and competence. Given the conceptual overlap, this dissertation examines the connection of SDT with mathematical discussion with two studies. The first study examined the effect of student frequency of explaining mathematics on their perceived autonomy, competence and relatedness. Results of HLM analyses found that more frequent explanation of mathematics had a positive effect on studentsâ perceived mathematics autonomy, mathematics competence, and relatedness. The second study used a triangulation mixed methods approach to examine high school geometry studentsâ classroom discourse actions in combination with their perceived autonomy, competence, and relatedness. Results of the second study suggest a higher perceived sense of autonomy is indicative of more engagement in mathematical talk, but a measure of competence and relatedness are needed for such engagement to be fully indicative of mathematical discourse. Rather, students who lacked a measure of perceived competence or relatedness would cease participation in mathematical discussion when challenged by peers. While these results need further investigation, the results of the second study provide evidence that indicates the necessity of fulfilling all three SDT needs for engagement in mathematical discussion. Evidence from both the first and second studies presented in this dissertation provides support for the conceptual framework presented.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartApproval_Letter.pdfen_US
dc.relation.haspartKosko_KW_D_2010.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectSelf-Determination Theoryen_US
dc.subjectMixed Methodsen_US
dc.subjectMathematical Discourseen_US
dc.subjectMathematical Discussionen_US
dc.subjectHierarchical Linear Modelingen_US
dc.titleMathematical Discussion and Self-Determination Theoryen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairWilkins, Jesse L. M.en_US
dc.contributor.committeememberNorton, Anderson H. IIIen_US
dc.contributor.committeememberLloyd, Gwendolyn M.en_US
dc.contributor.committeememberJones, Brett D.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04062010-115315/en_US
dc.date.sdate2010-04-06en_US
dc.date.rdate2010-05-03
dc.date.adate2010-05-03en_US


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