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dc.contributor.authorFriel, Susan N.en_US
dc.date.accessioned2018-08-02T16:53:09Z
dc.date.issued1983
dc.date.submitted1983
dc.identifier.otherb16162845
dc.identifier.urihttps://hdl.handle.net/2144/30674
dc.descriptionThesis (Ed.D.)--Boston Universityen_US
dc.descriptionPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.en_US
dc.description.abstractThe purpose of this study was to investigate how advanced mathematics students in the eighth, tenth and twelfth grades used inferential reasoning in the solution of problems that required knowledge of elementary number theory. Inferences were classified based on the level of ambiguity involved, simple or complex; the number of pieces of information used, single-item or combined-item; the type of inference, simple single-item, simple combined-item, complex single-item or complex combined-item; and the purpose of the inference (seventeen inference codes were identified). The use of inferences classified by type was of primary interest. Also investigated were the procedures subjects employed to obtain, maintain and control information. Each of the 18 subjects, 6 from each grade, solved ten different problems in two to three sessions. Each problem involved the identification of a "mystery" whole number in the range of 1 to 1000 on the basis of clues that were provided. As the subjects interacted with the computer program that presented the problems, they were asked to "think aloud." Using transcribed, typewritten protocols and all paper-pencil notations recorded by subjects, protocols were coded employing a coding scheme developed by the investigator [TRUNCATED]en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.subjectMathematics educationen_US
dc.subjectElementary number theoryen_US
dc.titleAnalysis of the use of inferential reasoning by eighth, tenth and twelfth grade studentsen_US
dc.typeThesis/Dissertationen_US
dc.description.embargo2031-01-02
etd.degree.nameDoctor of Educationen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineEducationen_US
etd.degree.grantorBoston Universityen_US
dc.identifier.barcode11719025757982
dc.identifier.mmsid99180633310001161


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