{"id":{"repo_id":"ucf","oai_identifier":"oai:stars.library.ucf.edu:etd-1497"},"canonical_url":"https://search.dev.ndltd.org/etd/ucf/oai:stars.library.ucf.edu:etd-1497","repository":{"repo_id":"ucf","name":"Central Florida","base_url":"https://stars.library.ucf.edu/do/oai/"},"display":{"title":"The Effects Of Discourse And Journal Writing On Students' Attitudes Towards Mathematics In A Fifth Grade Classroom: An Action Research Study","abstract":"The purpose of this study was to investigate how my use of discourse and journal writing affected students' attitudes and conceptions of mathematics in a 5th grade mathematics classroom. The nature of students' strengths and weaknesses with mathematics using discourse and journal writing were described. To show students' attitudes towards the two teaching methods transcription of teacher and student discourse on digital audio recordings, observational notes, journal writing, and pre and post attitude surveys were used. The research approach was qualitative and quantitative. The participants in this twelve-week study were twenty fifth grade students from a private school in central Florida. Through analysis of the data collected, the students showed positive improvement in attitude towards discourse and journal writing in the mathematics classroom. The study supported that discourse and journal writing are important to student learning.","abstract_html":"The purpose of this study was to investigate how my use of discourse and journal writing affected students&#x27; attitudes and conceptions of mathematics in a 5th grade mathematics classroom. The nature of students&#x27; strengths and weaknesses with mathematics using discourse and journal writing were described. To show students&#x27; attitudes towards the two teaching methods transcription of teacher and student discourse on digital audio recordings, observational notes, journal writing, and pre and post attitude surveys were used. The research approach was qualitative and quantitative. The participants in this twelve-week study were twenty fifth grade students from a private school in central Florida. Through analysis of the data collected, the students showed positive improvement in attitude towards discourse and journal writing in the mathematics classroom. The study supported that discourse and journal writing are important to student learning.","abstract_has_math":false,"creators":["Rose, Anna"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Ortiz, Enrique"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T05:08:59Z","subjects":["discourse","attitudes","education","elementary","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0000722"],"render_values":[{"text":"CFE0000722","href":null,"code":true}]}]},"links":{"outbound_url":"https://stars.library.ucf.edu/etd/498","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ortiz, Enrique"]},{"key":"dc:creator","label":"Author","values":["Rose, Anna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Masters Thesis (Open Access)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["discourse","attitudes","education","elementary","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0000722"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stars.library.ucf.edu/etd/498"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["<p>If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at <a href=\"mailto:STARS@ucf.edu\">STARS@ucf.edu</a></p>","Master of Arts (M.A.)","College of Education","Teaching and Learning Principles","K-8 Mathematics and Science Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate how my use of discourse and journal writing affected students' attitudes and conceptions of mathematics in a 5th grade mathematics classroom. The nature of students' strengths and weaknesses with mathematics using discourse and journal writing were described. To show students' attitudes towards the two teaching methods transcription of teacher and student discourse on digital audio recordings, observational notes, journal writing, and pre and post attitude surveys were used. The research approach was qualitative and quantitative. The participants in this twelve-week study were twenty fifth grade students from a private school in central Florida. Through analysis of the data collected, the students showed positive improvement in attitude towards discourse and journal writing in the mathematics classroom. 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