A Case Study of Dilemmas Encountered When Connecting Middle School Mathematics Instruction to Relevant Real World Examples

Autor/inn/en	Sugimoto, Amanda T.; Turner, Erin E.; Stoehr, Kathleen J.
Titel	A Case Study of Dilemmas Encountered When Connecting Middle School Mathematics Instruction to Relevant Real World Examples
Quelle	In: Middle Grades Research Journal, 11 (2017) 2, S.61-82 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Case Studies; Mathematics Instruction; Middle School Teachers; Mathematical Models; Longitudinal Studies; Research Projects; Interviews; Observation; Mathematics Teachers; Preservice Teachers; Cooking Instruction; Elementary School Teachers; Student Teaching; Teaching Methods; Grade 7 + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematical model; Mathematisches Modell; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Forschungsvorhaben; Interviewing; Interviewtechnik; Beobachtung; Mathematics; Mathematik; Elementary school; Grundschule; Volksschule; Teaching practice; Unterrichtspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	The pedagogical practice of connecting mathematical content to real world contexts, particularly contexts relevant to students' knowledge and experiences, can positively impact student motivation as well as promote conceptual understanding. However, little is known about how middle school teachers actually make relevant world connections, and more specifically, the dilemmas and supports they encounter in this practice. Using a framework of dilemmatic spaces, this case study explored how one middle school teacher navigated the dilemmas that arose in her efforts to root her mathematics instruction in relevant real world contexts. Over 3 years, data collection efforts included beginning, middle, and end of year interviews, classroom observations with pre- and postlesson interviews, and the collection of student work and lesson-related artifacts. Using multiple and iterative data analysis techniques, we identified 3 larger dilemmas related to a lack of resources, finding alignment between student contributions and mathematical content, and leveraging real world contexts to support student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01