This mixed methods case study investigated mathematics teachers‘ perspectives of the effects of the Lesson Study Process on their content knowledge, pedagogical knowledge, and the potential for students‘ achievement. The population was 55 teachers from elementary, middle, and secondary schools in a metropolitan area. The three research questions guiding this study were: (1) What are the perspectives of teachers on the impact of the Lesson Study Process on their mathematical content knowledge? (2) What are the perspectives of teachers on the impact of the Lesson Study Process on their pedagogical knowledge? (3) What are the perspectives of teachers on the potential impact of the Lesson Study Process on their students‘ achievement? Literature pertaining to constructivism, teacher professional development, and Lesson Study was reviewed. Data from surveys, questionnaires, and focus group sessions were examined both quantitatively and qualitatively to determine common categories, themes, and connections to each of the research questions. The teachers believed that their mathematics content knowledge was positively affected in the areas of deeper understanding which led to an increase in self-confidence. The teachers also believed that their pedagogical knowledge was enhanced in the areas of planning and attention to student thinking. Finally, the teachers mentioned five areas for potential improvement in students‘ achievement. They included: students‘ increased conceptual understanding of the topics taught during the research lessons, planning lessons more thoroughly by making them relevant to the students‘ daily lives and planning it within the context of the state‘s curriculum, shifting the focus of an in-class observation from the teacher‘s performance to student thinking, and a similar shifting of the manner in which students are assessed—from right/wrong answers to seeking thought processes whereby the student may correct misunderstanding.

Thesis advisor: Robert J. Starratt / This qualitative case study examined the effect the first year of an elementary mathematics induction program had on the mathematics content knowledge, pedagogical repertoire, confidence, classroom practice, and student achievement for six new elementary teachers in a suburban school district. The study also examined which components of this job-embedded professional development program influenced the teachers' practice the most. Data was collected through semi-structured interviews with the six volunteer teachers, questionnaires, journals, and student assessment results. The major findings from the study showed that: (1) teachers' perception of their instructional practice, particularly their ability to question student thinking, math content knowledge, and confidence to teach mathematics improved as a result of the program; and, (2) teachers benefited the most from the opportunity to regularly observe their mentor teach a mathematics lesson, followed by the opportunity to discuss mathematics and related pedagogical issues with their cohort and mentor. Implications from the findings include the benefit of instituting content-focused, job-embedded professional development during a new teacher's first year in a district that provides regular opportunities for new teachers to observe a skilled veteran teacher teach mathematics lessons and to have peer discussions regarding the teaching of mathematics. Limitations of the study included the role of the Assistant Superintendent as researcher and developer of the program and the small sample size. Recommendations for future study include following: the effect on teaching practice after the second year in the math mentoring program; the effect of the program on mentors; the effect of mathematics self-efficacy on mathematics teaching self-efficacy and student achievement. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Education and Higher Education.

Despite a century of educational reforms, no matter how achievement is measured, learning and opportunity gaps can still be predicted by race and socioeconomic status. Teachers and schools are blamed for functioning to reproduce social inequality. This study investigated teacher agency and transformative potentials. It considered how teachers modified their pedagogical practices when teaching low-income and high-poverty students. In order to capture teacher beliefs and logic, a qualitative approach was used involving in-depth interviews of a small number of participants. The research used the context of the dislocation of students from high-poverty Orleans Parish schools in the year following Hurricane Katrina and their absorption into often higher income schools to understand middle-class teachers’ perspectives on their new students’ learning needs and how they adjusted their practice. Participants were middle-school mathematics teachers ranging in experience and orientation. Evacuees had weaker mathematics backgrounds (often two years below grade level). In all cases, evacuees were in classes with non-evacuees. Teachers made different pedagogical choices: continuing to use diverse methods aimed at higher-order understanding, or moving to direct instructional strategies; remediating or accelerating students with below-grade-level mathematics skills; and whether or not to help students acculturate (code-switch) from one set of classroom norms and etiquettes to another. Key factors influencing choices included: socioeconomic makeup of their classes; teachers’ level of mathematics expertise; emphasis on test scores; teachers’ views of students’ culture; and teachers’ peer environments. The study provides insights into teacher and classroom mechanisms that contributed to Katrina evacuee multi-year achievement gains.

Virtual manipulatives are employed by both preservice and inservice teachers to enhance the instructional effectiveness of physical manipulatives and related tools by addressing limitations of access, cost, and adaptability. While research into the use of emerging technologies continues, there are several variables to consider when measuring the effects of virtual manipulative use. Research design, sampling characteristics, and the type of manipulative used may influence achievement. Variables that may influence the effectiveness of virtual manipulatives include: previous experience with computers, grade level, mathematical topic, treatment length, student attitudes toward mathematics, and computer-to-student ratio.

The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.