Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 39-42).

Thesis (M.A.T.) -- School for International Training, 2007. / Includes bibliographical references (leaves [50]).

Thesis (M.S.)--Florida State University, 2005. / Advisor: Dr. Susan Carol Losh, Florida State University, College of Education, Dept. of Educational Psychology & Learning Systems. Title and description from dissertation home page (viewed July 6, 2005). Document formatted into pages; contains vii, 49 pages. Includes bibliographical references.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / The mathematics curriculum currently used in South African classrooms emphasises problem-solving to develop critical thinking. However, based on the local performance of South African Foundation Phase learners as well as performance in comparative international studies in mathematics, there is concern regarding their competence when solving mathematical problems and their use of meaningful strategies. This qualitative research study explores how writing can support Grade 3 learners’ mathematical problem-solving abilities. Writing in mathematics is examined as a tool to support learners when they solve mathematical problems to develop their critical thinking and deepen their conceptual understanding. The study followed a case study design. Social constructivist theory formed the theoretical framework and scaffolding was provided by various types of writing tasks. These writing tasks, specifically those promoted by Burns (1995a) and Wilcox and Monroe (2011), were modelled to learners and implemented by them while solving mathematical problems. Writing tasks included writing to solve mathematical problems, writing to record (keeping a journal or log), writing to explain, writing about thinking and learning processes and shared writing. Data were gathered through learners’ written work, field notes, audio-recordings of ability group discussions and interviews. Data were analysed to determine the usefulness of Burns’ writing methodology to support learners’ problem-solving strategies in the South African context. The analysis process involved developing initial insights, coding, interpretations and drawing implications to establish whether there was a relation between the use of writing in mathematics and development of learners’ problem-solving strategies. This study revealed an improvement in the strategies and explanations learners used when solving mathematical problems. At the end of the eight week data collection period, a sample of eight learners showed marked improvement in verbal and written explanations of their mathematical problem-solving strategies than before the writing tasks were implemented.

Thesis (MA)--Stellenbosch University, 2015. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die implementering van `n intervensieprogram ten opsigte van interaktiewe skryf op die skryfgedrag en skryfstrategieë van graad twee-leerders ondersoek. Ek het spesifiek gekyk na interaktiewe skryf as benadering om leerders se skryfvermoë te verbeter. Volgens Wood (1994:117) is die doel van die onderrig van skryf in die Grondslagfase om leerders as skrywers te help ontwikkel met die vermoë om hul gedagtes en idees in skrif te artikuleer asook die vaardighede om dit op `n gepaste manier aan te bied deur gebruik te maak van leesbare skryfstyl, standaardspelling en punktuasie en korrekte sinskonstruksie. Volgens navorsing gedoen deur die Weskaapse Onderwysdepartement met graad drie-leerders in die Wes-Kaap is bewys dat net ses en dertig persent van die leerders wat die taal- en wiskunde-toetsing doen, slaag (WKOD: 2006). Met die analisering van die uitslae het ek bevind dat die graad twee-leerders van ons skool sukkel met skryf. Om hierdie probleem aan te spreek en vir hierdie studie het ek besluit om op interaktiewe skryf te fokus omdat ek van mening is dat dit verskil van tradisionele skryfonderrigmetodes. McCarrier, Pinell & Fountas (2000:4) definieer interaktiewe skryf as `n dinamiese, geïntegreerde aksie waar die leerder aktief besig is om die deur middel van letters, woorde, en frases `n teks te beplan en organiseer. Fountas & Pinnell (2006:440) beskryf interaktiewe skryf as `n benadering waar jonger leerders saam met die onderwyser `n teks skryf en ontwikkel. Die onderwyser dien as fasiliteerder terwyl die leerders die teks ontwerp, skryf en herlees. Die navorsingsgroep bestaan uit ses graad twee-leerders wat aan `n intervensieprogram oor interaktiewe skryf blootgestel is. Die intervensieprogram het bestaan uit `n pretoets, `n hulpverleningsprogram en `n posttoets. Die data-analise het getoon dat die gemiddelde persentasies van die leerders in die posttoets in vergelyking met die pretoets 20% hoër is. Die studie het dus aangetoon dat die skryfintervensie die ses leerders se skryfvaardigheid verbeter het. / ENGLISH ABSTRACT: This research explored the influence of the implemention of an intervention program with regards to interactive writing as a strategy to improve writing behaviour and writing strategies of grade two learners. I specifically looked at interactive writing as a strategy to improve the writing abilities of learners. The purpose of the teaching of writing in the Foundation Phase is to develop learners into writers with the ability to articulate their thoughts and ideas in writing and to present it in the correct way by using legible writing styles, standard spelling and punctuation and the correct grammitical construction (Wood 1994:117). Recent research done by the Western Cape Education Department proved that only thirty six percent of grade three learners in the Western Cape can pass Language and Mathematics at a passrate of 50%. With the analyses of the results I found that the grade two learners struggled with writing. To address the problem and for this study I decided to focus on interactive writing to improve the writing abilities of grade two learners. McCarrier, Pinell & Fountas (2000:4) define interactive writing as a dynamic, integrated action where the learner is actively busy organizing a text through letters, words and phrases. Fountas & Pinnell (2006:440) describe interactive writing as an approach where younger learners work together with the educator to write the text. The educator is the fasilitator in the development of the text. The sample group consisted of six grade two learners who were exposed to the intervention program on interactive writing. The intervention program was divided into three parts, the pre-test, the support program and the post-test. The data-analysis showed that the average percentages the six learners obtained in the two tests improved by 20%. The study showed that the writing intervention had improved the writing abilities of the six learners through the use of interactive writing as a strategy.

The purpose of this study was to compare the writing produced by first-grade students in three different social settings with assigned and unassigned topics. The three different social interaction patterns were: (a) writing while interacting with an adult, (b) writing while interacting with peers, and (c) writing by themselves.The sample consisted of 14 first graders in two classrooms in a university laboratory school in a midwestern school district. During a 6-week period, as the children composed, audio-taping and written observations were taken. At the end of the study, interviews with the children were conducted.The 84 written products were rated using the Smith-Ingersoll Holistic Rating Scale and analyzed for number of words, vocabulary, spelling, number of T-units, and number of words per T-unit. Multivariate analysis of variance with repeated measures was used to test three null hypotheses at the .05 level of significance. The three null hypotheses were not rejected, leading to the following conclusions:1. First graders in this study achieved equally well in writing when they wrote with a teacher or with peers or individually.2. The first graders achieved equally well in writing when they wrote on an assigned or unassigned topic.3. There was no statistically significant interaction between the three social contexts and topic choice among the first graders in this study.Observational data suggested that writing seems to have such unique relationships to individuals that responses in different social settings vary at different times and situations. The multiplicity of factors which impinged on the performance of the child made it difficult to isolate any single factor out of the total learning-writing environment.Recommendations for additional research include replication and expansion of this research with children at various grade levels. In addition, recommendations are made for future research to examine a variety of other factors which might influence writing performance and frequency of writing in the classroom. / Department of Elementary Education

Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 65-69).

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