<p> Se analizaron los discursos docentes en tres clases de nivel universitario. La teor&iacute;a que se propone destaca la importancia de una identidad discursiva de negociaci&oacute;n para crear las condiciones que favorezcan la construcci&oacute;n de significados. Los discursos docentes flexibles y democr&aacute;ticos contribuyen a aumentar la motivaci&oacute;n de los estudiantes para crear discursos propios, negociar normas socio matem&aacute;ticas y crear una cultura de reflexi&oacute;n e investigaci&oacute;n. Estas caracter&iacute;sticas de los discursos promueven la discusi&oacute;n de argumentos intersubjetivos que contribuyen a una comprensi&oacute;n compartida de los temas bajo estudio. Los silencios reflexivos, el tono coloquial, la pregunta ret&oacute;rica y el lenguaje social inclusivo, entre otros aspectos, contribuyen a consolidar un proyecto de influencia mediante el cual se promueven las construcciones de conocimiento. En el caso espec&iacute;fico de la noci&oacute;n de variaci&oacute;n, las construcciones de los estudiantes se pueden apoyar con un discurso simple y directo que se ancle en procesos de tanteo y error, con atenci&oacute;n al registro semi&oacute;tico num&eacute;rico y a la negociaci&oacute;n de palabras claves para describir el cambio.</p>

<p> This research was carried out within a qualitative research paradigm. The objective was to observe, analyze and enrich pedagogical practice through the use of pedagogical learning strategies. The learning strategy was a participative and individualized lab carried out during a research project in a non-Traditional Laboratory (LnT). The primary aim of this research was to observe if the LnT assist the students and in this way maximizes success and knowledge in the Introductory Math course (MATE3001) on the University of Puerto Rico campus. </p><p> The investigation questions were discussed in the light of each of the strategies of information collected, personal experience and revision of literature. The methodology used was of a qualitative nature in which the student reflected on the process experienced in the LnT. Seven participants of the math course (MATE3001) who formed part of the LnT in a voluntary manner were interviewed at the beginning and at the completion of the research. The purpose of the interviewed was to discover the participant opinion regarding the pedagogical impact of the LnT. Finally, the research professor made an observation in order to discover of the LnT strategy had the anticipated acceptance by the students.</p><p> The LnT contributed to: (1) students improved their study habits; (2) the students had greater participation in the solution of math problems, their practice and discussion; (3) they accepted that the research professor supervise their work as it was carried out and understood that the presence was for their benefit. Also, the findings of this research were contrasted with the Theory of reciprocal determinism, sources of self-efficacy and self-regulation of Bandura with the impact that these have on learning (Bandura, 1986, 1989a, 1989b). It was also found as the implicit theory (Yeager &amp; Dweck, 2012) resurges in the LnT the effects on interest, student&rsquo;s resilience and situational motivation (Nolen, Horn, &amp; Ward, 2015) which occurs during the living out of the lab experience. LnT stimulates the student, creates security and increases confidence in the solution of math problems.</p>

<p> This qualitative case study examined the connection between experienced teachers' pedagogical beliefs and their learning of mathematics content. The beliefs of eight experienced elementary (K-8) mathematics teachers were examined before, during, and after the teachers participated in a professional development training exclusively teaching elementary mathematics content. Teachers' beliefs about quality mathematics lessons were solicited through lesson plans, journals, and interviews. Research questions discussed are: (1) What do experienced K-8 teachers believe constitutes a "quality mathematics lesson?" (2) How does the experience of learning mathematics content through inquiry change teachers' beliefs about what constitutes a "quality mathematics lesson?" This study found that teachers changed their beliefs about quality lessons with regard to mathematics content, to pedagogical strategies, and to students as learners through their experience learning mathematics. Teacher beliefs became more focused on mathematical reasoning, more focused on inquiry, and more student-centered. These new beliefs better align with definitions of quality instruction from the literature. Teachers incorporated their beliefs about mathematics, pedagogical strategies, and students as learners into a vision of quality mathematics lessons and the teacher's role in creating those lessons. Teachers' vision of their role changed from that of provider of knowledge to a guide of student discovery of mathematical understandings. The data indicated that these changes in beliefs, including changes in beliefs about pedagogy, were driven by the act of learning mathematics content via methods of inquiry. The results of this study have implications for understanding current and future research on teacher beliefs, for in-service professional development training in mathematics teaching, and for improving teacher effectiveness and student achievement in mathematics.</p>

<p> Previous research focused on characteristics of effective teachers, teacher recruitment or new pathways to teaching (Ball &amp; Forzani, 2009; Ronfeldt et. al., 2014). However, there is a gap in the research regarding the best path to prepare secondary math teachers. Universities create a customized path of preparation based on their beliefs within the scope of a set of standards given by organizations such as the National Council for Teachers of Mathematics or National Council for Accreditation of Teacher Education. Further research supports the necessity for both content and pedagogical knowledge (Ball, 2000; Graham &amp; Fennell, 2001; NCATE, 2010; Thames &amp; Ball, 2010). Therefore, the purpose of this qualitative case study pursues to increase the research by uncovering perceptions of secondary math teacher preparation with the standards, content knowledge, and content pedagogical knowledge. The study included two universities&rsquo; programs to gain awareness as to the interpretations of novice teachers, cooperating teachers, and University professors of the pre-service training program used to prepare future secondary mathematics educators. The findings suggest: while only the Mathematics Education Professor at both Universities were the only study participants to have a vast knowledge of the standards it did not seem to impede on the overall preparation of the novice teacher. Novice and Cooperating teachers lacked the vision for the purpose and value of upper level math classes required for the degree. Both Novice and Cooperating Teachers wanted an increase in opportunities for real-world content pedagogical situations along with differentiation, coteaching, and Special Education. Novice teachers acknowledged the need for relationships with University professors and peers in their path toward preparation. Lastly, Mathematics Education Professors stated value in making connections between courses and research to high school math. Furthermore, the finding suggest for teacher preparation program: to prepare secondary math teachers for the current culture of mathematics education, content and pedagogical courses should not be separated and a push to increase program enrollment should be a priority.</p><p>

<p> The purpose of this study was to determine the effects of theories of intelligence and an intervention of incremental mindset training on students' attitudes toward statistics and their mastery of content in an introductory statistics college course. The sample was 547 undergraduate students at a small, faith-based, liberal arts college in the Midwest.</p><p> A pretest-posttest design was used for the three instruments implemented. The Comprehensive Assessment of Outcomes in a first Statistics course (CAOS) assessed students' statistical literacy. The Student Attitudes Towards Statistics - 36^&copy; (SATS^&copy;) assessed six components of students' attitudes toward statistics including affect, cognitive competence, difficulty, effort, interest, and value. The Theories of Math Intelligence Scale - Self Form (TMIS) assessed students' mindsets toward mathematics. Students in the treatment group received four brief incremental mindset training sessions throughout the semester. The initial mindset categorization had no significant effect on the difference in mean SATS^&copy; or CAOS gain (<i> p</i> &lt; .05); the power to detect a difference was limited due to a low response rate.</p><p> Students in the treatment group decreased at a rate greater than students in the control for the component of effort on the posttest SATS^&copy; assessment when the pretest was controlled for, <i>F</i>(1, 138) = 14.778, <i>MSE</i> = 10.954, <i>p</i> &lt; .001. The remaining components produced no significant differences between groups (<i>p</i> &lt; .05). Students in the control group also improved more on their mastery of statistics as assessed by the posttest CAOS when the pretest CAOS was controlled for, <i>F</i>(1, 297) = 6.796, <i> MSE</i> = .100, <i>p</i> = .010.</p><p> Analysis revealed that females gained more than males in the treatment group on the SATS^&copy; component of value, &micro;_Diff = 0.829, <i>t</i>(28)= 3.123, <i>p</i> = .004. The remaining components of the SATS^&copy; assessment did not produce statistically significant results (<i>p</i> &lt; .05).</p><p> Recommendations for practice include creating classrooms that support growth mindsets and the design of mindset training. Recommendations for research include replication of the current research in statistics and other mathematics courses. A final recommendation calls for an examination of the differences by gender on the SATS^&copy; assessment. </p>

<p> Due to recent waivers and current expectations of teacher performance, schools have been tasked to close their student achievement gaps in mathematics by 2014. Yet students still have not performed well in mathematics, which may be a direct link to teachers' instructional practices. Identifying a coaching model to improve student achievement and teachers' instructional practices is important to district leaders, school administrators, and teachers. The purpose of this study was to evaluate how a coaching practice with teachers affected student achievement in elementary mathematics. The theoretical foundation of this study was the coaching model, first used by Joyce and Showers, which theorized that teachers who participated in this type of professional development would improve their instructional practices in the classroom, and subsequently, student achievement. A quasi experimental design was employed to test the theory that teachers who were coached would improve student achievement in elementary mathematics. A total of 185 test scores from students were analyzed using an independent measures <i>t</i> test and a repeated measures <i> t</i> test. Findings suggested that the achievement scores of students whose teachers were coached were statistically higher on both state and local assessments. Fourth grade students showed improvement on both the local and state assessments, while 5^th and 6^th grade students demonstrated significant differences on the local assessments only, but not on the state assessments. This research contributes to positive social change by providing educators with a coaching model that demonstrates how teacher coaching can increase student achievement in elementary mathematics, Grades 4 through 6.</p>

<p> Computer algebra systems (CAS) have been available for over 20 years and yet minimal CAS-rich opportunities present themselves formally to high school students. CAS tools have become readily accessible through free or inexpensive versions. Educators are emboldened to integrate essential mathematical tools in the reasoning and sense making of mathematical knowledge for students. It is the teacher that is at the heart of technology instruction, creating authentic environments for all learners. </p><p> This study investigated two secondary teachers pedagogy in classes that exploited CAS in the development of mathematical knowledge. A qualitative within-site case study design was used to explore each teacher&rsquo;s instructional practices. Teachers that exemplified qualities of CAS-infused instruction were purposively selected. Rich descriptive lesson vignettes as captured from classroom observations, written reflections, and interviews revealed participants&rsquo; pedagogy. The pedagogical map framework guided the identification of participant pedagogical affordances of the utilization of CAS. Eight opportunities were observed as exploited by the participants that included subject level adjustments; classroom interpersonal dynamics with students; and mathematical tasks. Data revealed several emergent themes in operation as the teacher participants oriented their mathematics instruction: viewing CAS as a mathematical consultant, verifying answers, applying multiple representations, regulating access, providing guidance, and outsourcing procedures. The components interlock with one another to form a cohesive depiction of pedagogical decisions in the presence of CAS-rich classroom instruction. The schema of CAS-oriented instruction serves as a methodology for educators to create opportunities that enrich the development of mathematical content knowledge. </p><p>

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 143-148).

This study examined the relationship between beliefs found using the Integrated Mathematics and Pedagogy (IMAP) project beliefs survey and the beliefs found in math stories of eight novice (less than two years teaching) elementary school teachers. The stories were coded for the same beliefs used in the IMAP survey. As in the IMAP survey, the strength of evidence of the belief was assigned numerical values, zero through three, indicating virtually no evidence to very strong evidence respectively. Results showed that specific beliefs could be found in math stories, yet not always at the same level of strength as the IMAP survey. This indicates that each conveys differing views on the teachers' beliefs, and thus provides more detailed pictures of the teachers' beliefs. The details include a sense of the trajectory of development of teachers' beliefs from student to teacher that the IMAP survey does not. The math stories also provide evidence of the role of emotion in the formation and entrenchment of beliefs. / text

Made available in DSpace on 2014-06-11T19:24:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-01-13Bitstream added on 2014-06-13T20:52:45Z : No. of bitstreams: 1 baumann_app_me_rcla.pdf: 964806 bytes, checksum: 89292ed0b1ec6f60b813cfd5968ddd86 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Esta pesquisa busca investigar como os cursos de Licenciatura em Matemática e em Pedagogia apresentam seus projetos de formação de professores, a fim de atender ao Ensino Fundamental em sua primeira fase, tendo a seguinte pergunta diretriz: De que modo se apresenta o projeto de formação de professores de Matemática dos anos iniciais do Ensino Fundamental nos cursos de Licenciatura em Matemática e em Pedagogia? O contexto escolhido para o desenvolvimento desta pesquisa foi o da Universidade Federal de Goiás (UFG). Foi analisado de modo constante a legislação que regulamenta a formação de professores em nosso país e especificamente a que trata sobre os cursos de Licenciatura em Pedagogia e em Matemática. Foi feita, de modo sistemático, a análise do Projeto Político-Pedagógico dos cursos focados no intuito de tecer considerações a respeito do trabalho pretendido e anunciado nesses cursos de formação de professores daquela Universidade. Buscou-se contribuir com um (re)pensar constante sobre os cursos de Licenciatura em Matemática e Licenciatura em Pedagogia, para que estes possam formar profissionais cientes de sua importância e influência para a Educação Matemática. O trabalho foi desenvolvido assumindo os procedimentos qualitativos sob uma perspectiva fenomenológica. / This essay wants to investigate like the courses of Mathematics and Pedagogy present their projects of teacher education, in order to take care of the Basic Teaching in first phase, having the following question: “How does the Formation Project of Teacher Education in the Basic Teaching present in the courses of Mathematics and Pedagogy?” The context chose for the development of this research was of the Goiás Federal University (UFG). The legislation was analyzed in constant way that regulates the teacher education in our country and specifically the one that develops on the courses of Pedagogy and Mathematics. It was made, in systematic way, the analysis of the Politician-Pedagogical Project of the courses to emphasize the intention to do considerations about the work intended and announced in these courses of teacher education of that University. We intended to contribute with one constant (re)think on the courses of Mathematics and Pedagogy, so we can form responsible professionals of importance and influence for the Mathematical Education. The work was developed assuming the qualitative procedures observing a phenomenological perspective.