Analyzing Instructional Practices within Interdisciplinary and Traditional Mathematics: A Phenomenological Study

Autor/in	Baptiste, Dyanne
Titel	Analyzing Instructional Practices within Interdisciplinary and Traditional Mathematics: A Phenomenological Study
Quelle	(2022), (287 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2321-1
Schlagwörter	Hochschulschrift; Dissertation; Teaching Methods; Interdisciplinary Approach; Mathematics Instruction; Teacher Attitudes; Mathematics Teachers; Beliefs; Mathematics Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This study highlighted factors informing instructors' instructional beliefs and practices and the activities that help students engage in and develop a deep understanding of mathematics. The study also described instructors' instructional activities and curricular practices when teaching mathematics and an interdisciplinary curriculum that integrates mathematics with other subjects. Through a qualitative phenomenological approach, surveys, semi-structured interviews, and analyses of instructional activities using an adapted version of the Teaching for Robust Understanding in Mathematics (or TRU Math©) framework characterized the experiences of 13 instructors, from elementary through college years, who taught mathematics as a subject and within an interdisciplinary lesson. The study revealed several factors that informed instructors' beliefs, practices, and activities (B, P, & A) about teaching mathematics and interdisciplinarity through descriptions and synthesis of meanings and TRU Math analyses of artifacts. Instructors felt strongly about "helping students value learning," "making mathematics meaningful and joyful," and saw their students as "capable problem solvers." They utilized activities to "illuminate thinking and understanding" of mathematics and used "assessments to communicate mathematics." The study also revealed three significant ways that instructors engaged in interdisciplinarity as seen through the practices of the "Constructors," "Curators," and "Connectors," and referred to accordingly as the "3C's" framework. These interdisciplinary characterizations reveal instructors' practical ways of using various approaches to practice interdisciplinarity. It also showed how frameworks like TRU Math helped assess an interdisciplinary activity's potential to foster a deep understanding of mathematics content. The conclusions offer implications for research and practice. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01