An Investigation into the Relationships among Teachers' Mathematical Meanings for Teaching, Commitment to Quantitative Reasoning, and Actions

Autor/in	Rocha, Abby
Titel	An Investigation into the Relationships among Teachers' Mathematical Meanings for Teaching, Commitment to Quantitative Reasoning, and Actions
Quelle	(2023), (225 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2832-4
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Teaching Methods; Pedagogical Content Knowledge; Decision Making; Teacher Student Relationship; Case Studies; Geometry; Algebra; Teacher Attitudes; Thinking Skills; Correlation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Decision-making; Entscheidungsfindung; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Geometrie; Lehrerverhalten; Denkfähigkeit; Korrelation
Abstract	Over the past thirty years, research on teachers' mathematical knowledge for teaching (MKT) has developed and grown in popularity as an area of focus for improving mathematics teaching and students' learning. Many scholars have investigated types of knowledge teachers use when teaching and the relationship between teacher knowledge and student performance. However, few researchers have studied the sources of teachers' pedagogical decisions and actions and some studies have reported that advances in teachers' mathematical meanings does not necessarily lead to a teacher conveying strong meanings to students. It has also been reported that a teacher's ways of thinking about teaching an idea and actions to decenter can influence the teacher's interactions with students. This document presents three papers detailing a multiple-case study that constitutes my dissertation. The first paper reviews the constructs researchers have used to investigate teachers' knowledge base. This paper also provides a characterization of the first case's mathematical meaning for teaching angle measure and the impact of her meaning on her interactions with students while teaching her angle measure lessons. The second paper examines another instructor's meaning for an angle and its measure and illustrates the symbiotic relationship between the teacher's mathematical meanings for teaching and decentering actions. This paper also characterizes how an instructor's commitment to quantitative reasoning influences the teacher's instructional orientation and instructional actions. Finally, the third paper includes a cross-case analysis of the two instructors' mathematical meanings for teaching sine function and their enacted teaching practices, including their choice of tasks, interactions with students, and explanations while teaching their sine function lessons. [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