This thesis records a study of major change. The study was designed to reveal and address the implications for teachers of primary mathematics, of moving from test-based assessment to a base built upon a balanced blend of norm-referenced and criteria-based assessments. In developing embedded authentic assessment through a process portfolio model, the teachers looked to change from the assessment of learning to assessment for learning. Consequently, through the efforts of the teachers involved, their students and those students’ parents, the study traced a substantial pedagogical restructure. Based on an interpretative methodology, this study of significant assessment restructure used mainly qualitative approaches to data collection and analysis, supplemented by limited quantitative data. Interviews, participant observer interactions, surveys and joint teacher discussion and planning sessions were effective in mapping the change. Through frequent interaction, participating teachers shared their emerging understandings, along with difficulties and successes in the evolution and implementation of an effective, flexible process portfolio. From the beginning of the evolution, teachers working together to bring about improvements that would lead to students perceiving mathematics as meaningful, engendered a strong feeling of excitement, curiosity and ‘team’. As the change progressed the team identified and met a range of challenges, not the least of which was gaining an understanding of the nature and function of a process portfolio strategy as against the product portfolio which was in use at that time in the study school. The resultant change was not implemented without barriers. / Of prime concern across the group of teachers involved was the perennial problem of finding development time in what were already busy teaching days. However, for the change to be meaningful and lasting, it was imperative that the teachers invested considerable time in assuming ownership through genuine engagement in the evolution of the new concept. The engagement saw teachers experience first-hand the application of constructivist learning theory. It was an approach to learning that was largely unfamiliar to them and one they needed to understand in developing a successful process portfolio model. The study of that learning and the resultant change illustrated that a well-designed process portfolio structure offers widely diverse opportunities for teachers and students to work meaningfully with authentic mathematics. The enthusiastic prolonged engagement on the part of the students, with notable parental support, was deemed by the participant teachers to be suitable reward for the time and effort that they invested over the two years of the study. Following the teachers’ prolonged commitment, the emergent portfolio was shared through an in-house booklet written to encourage other teachers to adopt authentic assessment, Process Portfolios in Primary Mathematics: A Guide. Within the booklet, explanation and illustration of the rationale, form and function of the unique process portfolio model offers starting points for others, should they embark on a similar course of assessment change in search of real student engagement in understanding mathematics. Subsequent sharing of the results of the study with the wider profession through journal articles and conference workshops is to be based on the contents of the guide booklet.

Made available in DSpace on 2014-07-29T15:00:22Z (GMT). No. of bitstreams: 1 Dissertacao Regina A C Fernandes.pdf: 2791754 bytes, checksum: b5b79aa51ac630a8df9f320b17fbee7f (MD5) Previous issue date: 2011-11-19 / This research subject is about the continuing education proposals of Mathematics teachers of Colmeia and Revivenciando o Colmeia projects in Goiânia, State of Goiás. Such research, of historical nature, has as goals understanding the relation on both proposals, in order to identify the ruptures and continuities and the transformations in these continuing education projects, and whether they show the appearance of a school culture of Mathematics teachers continuous formation at the Federal University of Goias. For the research development, the studies of Michael and Miorim, Valente, and Chartier Certeau were used. Those authors discuss the historical making meaning as production. Theoretical frameworks of different areas were considered once they address issues concerning to the researched topic, as some concepts of Bourdieu, Geertz, Chervel, Frago, Julia and Freire. Based on Chen, Meihy, Nóvoa and Finger, Nóvoa and Fiorentini and Lorenzato reflections, we chose a planning using the biographical method. The data collecting, obtained through written and oral narratives, was done from the reading of various documents that make part of the collection of projects Colmeia and Revivenciando o Colmeia projects, of the meetings observations and an open questionnaire applied to Colmeia project coordinator and an interview with the Colmeia project coordinator. From this research it was possible to identify ruptures and what has remained on the Mathematic teachers continuing education proposals of the projects mentioned above. We noticed, based on what remained, the appearance of a school culture of Mathematics teachers continuous education at the Federal University of Goias. / O trabalho tem como tema as propostas de formação continuada do(a) professor(a) de Matemática dos projetos Colmeia e Revivenciando o Colmeia de Goiânia, Goiás. Tal pesquisa, de natureza histórica, apresenta como objetivos compreender a relação existente nas duas propostas, com o intuito de identificar as rupturas e as permanências e as transformações ocorridas nestes projetos de formação continuada, e se as mesmas evidenciam o surgimento de uma cultura escolar de formação continuada de professores de Matemática na Universidade Federal de Goiás. Para o desenvolvimento da pesquisa, foram utilizados estudos de Miguel e Miorim, Valente, Certeau e Chartier. Estudos esses que apontam o significado do fazer histórico enquanto produção. Considerou também alguns referenciais teóricos de diferentes áreas e que abordam temas concernentes à temática pesquisada, como alguns conceitos de Bourdieu, Geertz, Chervel, Frago, Julia e Freire. Com base nas reflexões de Chené, Meihy, Nóvoa e Finger, Nóvoa e Fiorentini e Lorenzato, buscou-se um planejamento fazendo uso do método biográfico. A coleta de dados, obtidos por meio de narrativas escritas e orais, foi feita a partir da leitura dos diversos documentos que fazem parte do acervo dos projetos Colmeia e Revivenciando o Colmeia; de uma entrevista feita com a coordenadora do projeto Colmeia e das observações dos encontros e de um questionário aberto aplicado ao coordenador do projeto Revivenciando o Colmeia. A partir dessa pesquisa foi possível identificar as rupturas e permanências ocorridas nas propostas de formação dos(as) professores(as) de Matemática dos projetos supracitados. Verificou-se com base nas permanências evidenciadas, o surgimento de uma cultura escolar de formação continuada de professores de Matemática na Universidade Federal de Goiás.

This collective case study explores the nature of the relationship between teachers’ use of culturally responsive teaching (CRT) practices and students’ engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers’ facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers’ depth and breadth of their knowledge of CRT and SMP3.