{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79855"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79855","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Learning in Personally Real Context","abstract":"Anchoring mathematics instruction within personally real contexts alters the way learners' access and make sense of mathematics. Personally real context is a learning context in which the learner has: (a) personal experience participating, (b) opportunities to create data describing his/her own performance, and (c) access to the world of experts performing in the same context. In this study, student creation, collection and analysis of personal, peer, and NBA players' basketball statistics were utilized to provide personal realness. The conceptual frameworks which structured my study of student learning in personally real context were personalness, access, and internalization. Personalness addressed the direct connections between the learning context and the learner as well as the diversity of these personal connections. Access addressed learner engagement and the access points they utilized to make sense of the mathematics. Internalization addressed the unique nature of the learner's sense making and the corresponding depth and richness of their mathematical understanding. The personal nature of each learner's access and internalization, the richness and depths of his/her internalizations and the interplay of personalness, access and internalization framed my study. Specifically, the question that framed my study was: How can we conceptualize the process by which the participants accessed and internalized the mathematics concepts embedded in the TBA's personally real anchoring context?","abstract_html":"Anchoring mathematics instruction within personally real contexts alters the way learners' access and make sense of mathematics. Personally real context is a learning context in which the learner has: (a) personal experience participating, (b) opportunities to create data describing his/her own performance, and (c) access to the world of experts performing in the same context. In this study, student creation, collection and analysis of personal, peer, and NBA players' basketball statistics were utilized to provide personal realness. The conceptual frameworks which structured my study of student learning in personally real context were personalness, access, and internalization. Personalness addressed the direct connections between the learning context and the learner as well as the diversity of these personal connections. Access addressed learner engagement and the access points they utilized to make sense of the mathematics. Internalization addressed the unique nature of the learner's sense making and the corresponding depth and richness of their mathematical understanding. The personal nature of each learner's access and internalization, the richness and depths of his/her internalizations and the interplay of personalness, access and internalization framed my study. Specifically, the question that framed my study was: How can we conceptualize the process by which the participants accessed and internalized the mathematics concepts embedded in the TBA's personally real anchoring context?","abstract_has_math":false,"creators":["Thompson, Bradley L."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Bridget Arvold"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:05Z","date_published":"2015-09-25T19:54:05Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Mathematics"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3182397"],"render_values":[{"text":"(MiAaPQ)AAI3182397","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79855","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bridget Arvold"]},{"key":"dc:creator","label":"Author","values":["Thompson, Bradley L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:05Z","10000-01-01","2005"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79855","(MiAaPQ)AAI3182397"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Anchoring mathematics instruction within personally real contexts alters the way learners' access and make sense of mathematics. Personally real context is a learning context in which the learner has: (a) personal experience participating, (b) opportunities to create data describing his/her own performance, and (c) access to the world of experts performing in the same context. In this study, student creation, collection and analysis of personal, peer, and NBA players' basketball statistics were utilized to provide personal realness. The conceptual frameworks which structured my study of student learning in personally real context were personalness, access, and internalization. Personalness addressed the direct connections between the learning context and the learner as well as the diversity of these personal connections. Access addressed learner engagement and the access points they utilized to make sense of the mathematics. Internalization addressed the unique nature of the learner's sense making and the corresponding depth and richness of their mathematical understanding. The personal nature of each learner's access and internalization, the richness and depths of his/her internalizations and the interplay of personalness, access and internalization framed my study. Specifically, the question that framed my study was: How can we conceptualize the process by which the participants accessed and internalized the mathematics concepts embedded in the TBA's personally real anchoring context?","Made available in DSpace on 2015-09-25T19:54:05Z (GMT). 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Personally real context is a learning context in which the learner has: (a) personal experience participating, (b) opportunities to create data describing his/her own performance, and (c) access to the world of experts performing in the same context. In this study, student creation, collection and analysis of personal, peer, and NBA players' basketball statistics were utilized to provide personal realness. The conceptual frameworks which structured my study of student learning in personally real context were personalness, access, and internalization. Personalness addressed the direct connections between the learning context and the learner as well as the diversity of these personal connections. Access addressed learner engagement and the access points they utilized to make sense of the mathematics. Internalization addressed the unique nature of the learner's sense making and the corresponding depth and richness of their mathematical understanding. The personal nature of each learner's access and internalization, the richness and depths of his/her internalizations and the interplay of personalness, access and internalization framed my study. Specifically, the question that framed my study was: How can we conceptualize the process by which the participants accessed and internalized the mathematics concepts embedded in the TBA's personally real anchoring context?","Made available in DSpace on 2015-09-25T19:54:05Z (GMT). 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