An Investigation into the Implementation of the Common Core State Standards in Mathematics: Teacher Concerns and Understandings of Transformation Geometry

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Brownell, Christopher S.
Titel	An Investigation into the Implementation of the Common Core State Standards in Mathematics: Teacher Concerns and Understandings of Transformation Geometry
Quelle	(2015), (157 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Claremont Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-9907-9
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Mathematics Education; Common Core State Standards; Academic Standards; Mathematics Teachers; Geometry; Correlation; Content Analysis; Professional Development; Mixed Methods Research; Questionnaires; Interviews; Geometric Concepts; Curriculum Implementation; Elementary Secondary Education; California; Stages of Concern Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Common core curriculum; Curriculum; Kerncurriculum; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Geometrie; Korrelation; Inhaltsanalyse; Fragebogen; Interviewing; Interviewtechnik; Elementare Geometrie; Kalifornien
Abstract	The Common Core State Standards in Mathematics (CCSSM) represent a major attempt in a long line of attempts to reform the American Education system surrounding Mathematics. These standards aim to establish a nationwide set of curriculum, seeking to ensure equity for all students in the U.S.A. Some of the standards included are new to all teachers at various levels. Among these new standards are those that focus upon Transformation Geometry (TG) in the Secondary curriculum. This study investigated teachers concerns about this inclusion, and their understanding of the mathematics and their Mathematical Knowledge for Teaching specifically related to these concepts. This study used a mixed methods approach that incorporated a quantitative survey, the use of the Stages of Concern Questionnaire based in the Concerns Based Adoption Model (CBAM), and a researcher developed open-ended interview protocol. Further, the participants were asked to describe how they might help students through a learning process that included several mathematics problems that were presented without solutions. Various demographic questions were asked of the participants and data was collected from a total of 100 teachers from a section of four Central California counties which represent a diverse collection of situations. Statistical and qualitative analyses were employed to inspect relationships between variables. The statistical measures used were: descriptive analysis, cross-tabulation, the Student t-test for independence, and correlations. The qualitative analysis consisted of a Content Analysis of all collected data from the interviews where coding for three variables was the focus. These variables were: Attitude, Mathematical Knowledge for Teaching Transformation Geometry (MKT-TG), and the Locus of Learning. Results of the SOCQ assessment indicated that most teachers were "unconcerned" about and not implementing TG as it is described in the standards. They put forward a series of challenges to the implementation of TG; chief among these was "Student Prior Knowledge." Results of the MKT-TG assessment showed that 74% of the teachers were unable to provide evidence of proficiency with the content of TG. The interviews provided a different image to the situation. Here the teachers voiced a welcoming attitude toward the CCSSM and TG both. They indicate through the interviews that they do indeed possess some depth of understanding of TG. The investigation into the Locus of Learning variable yielded what may be an expected result given the short history of these standards in the curriculum; the overwhelming majority of teachers have not had any formal learning experiences with this content. This analysis indicates some potentially critical needs for professional development in the area of TG. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01