Term

Spring 2017

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

James Brickwedde, Ph.D.

Secondary Advisor/Reader One

Britta Walker

Peer-Reviewer/Reader Two

Karrah Anderson

Abstract

This capstone posed the question: what theoretical basis and best practices should be used to guide instruction that develops fluency in conceptualizing and executing multiplication strategies over the arc of third grade? With its foundation in constructivist learning theory and steeped in the research of Thomas Carpenter et al.’s Cognitively Guided Instruction this curriculum design project guides educators towards instruction that puts the students’ experience with multiplication in the forefront. Leaving behind the method of direct instruction of multiplication facts and algorithms. Research presented will show the dangers of leaning too heavily on procedural fluency and will focus on what it takes to lead a class of scholars to becoming mathematicians and effective problem solvers.

Research Methodology

Curriculum Development

Included in

Education Commons

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