Examining Students' Understanding of Stamina in Math Oral Explanations Using a Learning Progression–Based Self-Assessment

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Abstract

Thirty elementary students completed self-assessments of their oral explanations of a previously completed mathematics task using a language learning progression for stamina (i.e., the ability to provide an explanation with sufficient details to depict a process that can be replicable). The majority of students showed evidence of understanding the meaning of stamina, despite failing to elaborate upon most aspects of that feature in their self-assessment. Upper elementary students were more likely than younger elementary students to elaborate upon certain aspects of stamina. This study shows that students as young as grade two can successfully discuss some elements of discourse stamina in self-assessments of their oral language, while older students are more likely to elaborate on all aspects of stamina.

Authors

• Karla Antonia Rivera-Torres, University of California - Los Angeles

• Eve Ryan, University of California - Los Angeles

• Despina Pitsoulakis, University of California - Los Angeles