Instructional Decisions Primary Teachers Make to Account for Student Engagement in Mathematics

Autor/in	Koepke, Tracy L.
Titel	Instructional Decisions Primary Teachers Make to Account for Student Engagement in Mathematics
Quelle	(2023), (228 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northern Arizona University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-8861-8
Schlagwörter	Hochschulschrift; Dissertation; Decision Making; Teaching Methods; Teacher Attitudes; Mathematics Instruction; Case Studies; Elementary School Teachers; Kindergarten; Instructional Materials; School Districts; Educational Resources; Creativity; Professional Autonomy; Learner Engagement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrmaterial; Lehrmittel; Unterrichtsmedien; School district; Schulbezirk; Bildungsmittel; Kreativität; Berufsfreiheit
Abstract	This qualitative case study explored instructional decisions exemplary primary teachers (kindergarten-third grade) made in order to engage students in mathematics. The phenomenon of teachers altering, supplementing, or utilizing district-given materials to support student engagement and understanding was studied. Specifically, this involved determining what math resources teachers were given, and what materials they were using. The participants included five primary teachers in three different schools within two school districts. The findings revealed teachers' instructional decisions were influenced by the school setting and expectations, students' needs and interests, and prior experiences and preparedness. The teachers shared engagement strategies they utilized, such as hands-on experiences, student choices, movement, discussions (collaboration and questioning), emotional connections, ownership of learning, and differentiation. Teachers described their level of creative control as it related to adhering to the district math program, or having had the opportunity to make significant changes. Teachers also shared their definitions of student engagement. Similar to the research surrounding student engagement, they discussed aspects of behavioral engagement, cognitive engagement, and emotional engagement. The research referenced in this study demonstrated the importance of student engagement in primary classrooms. Student engagement in the primary classrooms has been found to support math achievement and future student engagement in subsequent grade levels. This study adds to the body of knowledge regarding teachers' instructional decisions to support student engagement in the primary grades. [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