ANALYSIS AND SYNTHESIS OF THE LITERATURE REGARDING ACTIVE AND DIRECT INSTRUCTION AND THEIR PROMOTION OF FLEXIBLE THINKING IN MATHEMATICS

<p>This literature review was conducted after it was noticed that an active instruction approach in teaching mathematics was becoming more of a standard approach. This literature review aims to analyze and synthesize existing research regarding active and direct instruction, as well as examine how these instructional strategies support the promotion of flexible thinking in students, including their promotion of the Standards of Mathematical Practice related to flexibility in thinking. This review defines both active instruction and direct instruction, as well as compares the two strategies, particularly in terms of how well they promote flexible thinking in students. It was discovered that there exists an abundance of research regarding active instruction, including its promotion of flexible thinking, yet it was difficult to find articles advocating for direct instruction. From the research conducted, it appears that a more active approach is more conducive to the learning of mathematics for students in that it encourages flexible thinking, which is a necessary component of a successful mathematician. More research is needed to determine under which conditions these instructional strategies yield optimal results.</p>

Name thesis:degree_name

Master of Arts in Teaching, Mathematics

Level thesis:degree_level

Restricted Thesis: Campus only access

Discipline thesis:degree_discipline

Mathematics

Year dc:date.available

2016

Author dc:creator

• Gonzalez, Genelle Elizabeth

Contributors dc:contributor

• Wallace, Laura

• active instruction
• direct instruction
• flexible thinking
• mathematics
• education
• teaching
• Educational Methods
• Science and Mathematics Education

Repository record dc:identifier

https://scholarworks.lib.csusb.edu/etd/358

OAI identifier oai:identifier

oai:scholarworks.lib.csusb.edu:etd-1423