Meaning Centered Mathematics Instruction: Supporting Engagement and Conceptual Understanding in a Seventh-Grade Classroom

Title
Meaning Centered Mathematics Instruction: Supporting Engagement and Conceptual Understanding in a Seventh-Grade Classroom
Creator
Mark A. Dillon
Degree Name
Master of Arts in Teaching (initial licensure)
Project Type
action_research_project
Date
6/12/2026
Abstract
This action research project examined how meaning-centered, mathematical tasks influence learner engagement and conceptual understanding in a seventh-grade mathematics classroom. The study was guided by the research question: How do meaning-centered mathematical tasks influence learner engagement and conceptual understanding in a seventh-grade mathematics classroom? Grounded in Constructivist theory, supported by sociocultural learning, the study explored instructional practices that emphasize collaboration, mathematical discourse, explanation, and conceptual reasoning. Using an action research framework, data were collected throughout a five-lesson instructional sequence using clicker quizzes, paper-based assessments, observation notes, and teacher reflection journals. Qualitative analysis was conducted using open coding and triangulation across data sources. Three major themes emerged from the analysis. First, students often demonstrated strong procedural fluency while showing less consistent conceptual understanding and mathematical justification. Second, structured, meaning-centered collaborative activities generally increased engagement and participation, particularly when paired with clear accountability structures and opportunities for discussion. Third, students demonstrated varying levels of success in using academic language to communicate mathematical reasoning, with many students providing stronger verbal explanations than written justifications. These findings suggest that meaning-centered mathematics instruction can support student engagement and conceptual understanding when learning experiences intentionally incorporate collaboration, discussion, reflection, and opportunities for mathematical explanation. The study highlights the importance of balancing procedural fluency with conceptual reasoning and supporting students in communicating mathematical thinking through both verbal and written discourse.
Keywords
Meaning Centered Mathematics
Committee Member
Amy Bowden
Jennifer Davis
Rights
Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
https://rightsstatements.org/page/InC/1.0/?language=en
Language
eng
Type
text
Image;StillImage
data