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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 6 of 6 (0.116 seconds)| 1 |
Classroom Influences on Third Grade African American Learners' Mathematics IdentitiesRoberts, Oliver Thomas Wade 01 January 2017 (has links)
Students’ mathematics identity has become a more prominent concept in the research literature (Jackson & Wilson, 2012). The experiences of African Americans are still underreported, with African American elementary students receiving the least attention. This dissertation uses a case study method to explore two learners’ experiences. The purpose of this qualitative study was to explore African American third grade students’ classroom interactions with mathematics in order to better understand factors that promote positive mathematics identities.
This research study explored the mathematics classroom influences on three third grade African American learners’ mathematics identities in a K-8 school in a north central Midwestern city in the United States. The school was classified as 100% free and reduced lunch and served approximately 900 students, with the vast majority of students classified as African American. The three student participants and their teacher were all African American. The student participants wore glasses that video recorded their perspectives. A stationary camera was also used to capture the wider classroom environment. Each student participant completed three interviews (Seidman, 2013). The teacher participant completed one interview. Additionally, the student participants completed a mathematics interest questionnaire.
Findings showed the importance of an explicit focus on the Standards for Mathematical Practice, a growth mindset, and positioning for promoting positive mathematics identities. In one case study, Janae’s experiences in lessons about fractions highlight the relevance of the Standards for Mathematical Practice, specifically attending to precision and making sense of and persevering in solving problems. In both the classroom and in interviews, she shows the importance of making sense of problems and persevering in solving them and of attending to precision. In the second manuscript, I explore Jaane and Kayla’s different experiences. Janae was positioned more positively and faces limited resistance in maintaining a positive mathematics identity. Kayla, on the other hand, regularly rejected and renegotiated the positions offered to her as she aimed for success and a positive mathematics identity. Kayla’s growth mindset and negotiation of positions offered to her in the classroom were critical factors in how she maintained a positive mathematics identity.
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An Examination of Administrators' Knowledge of the Standards for Mathematical Practice - A Think AloudGlenn-White, Vernita 01 January 2015 (has links)
Administrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms. The purpose of this study was to examine what administrators attend to in the instructional environment and how what they notice influences their ability to identify the Common Core State Standards, Standards for Mathematical Practice. A purposive sample of six administrators engaged in cognitive interviews, known as think alouds, while observing two mathematics classroom videos. This study was designed to explore how administrators* instructional leadership knowledge or skills influence what they notice during mathematics instruction. There was evidence that administrators did notice aspects of the instructional environment pertaining to teachers, students, and, content. However, in this study it was found that administrators with an understanding of mathematics teaching and learning attended more to student*s mathematical thinking during instruction. It was also found that there was an increase of the administrators* mathematical language and attention to student interactions with mathematics content when the administrators were presented with a tool describing the elements of a classroom engaged in the Standards for Mathematical Practice.
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Talking Back: Mathematics Teachers Supporting Students' Engagement in a Common Core Standard for Mathematical Practice: A Case StudyTurner, Mercedes Sotillo 01 January 2014 (has links)
The researcher in this case study sought to determine the ways in which teachers support their students to create viable arguments and critique the reasoning of others (SMP3). In order to achieve this goal, the self-conceived classroom roles of two teachers, one experienced and one novice, were elicited and then compared to their actualized roles observed in the classroom. Both teachers were provided with professional development focused on supporting student engagement in SMP3. This professional development was informed by the guidelines that describe the behaviors students should exhibit as they are engaged in the standards for mathematical practice contained in the Common Core State Standards for Mathematics. The teachers were observed, video recorded, and interviewed during and immediately after the professional development. A final observation was performed four weeks after the PD. The marked differences in the teachers' characteristics depicted in each case added to the robustness of the results of the study. A cross-case analysis was performed in order to gauge how the novice and experienced teachers' roles compared and contrasted with each other. The comparison of the teachers' self-perception and their actual roles in the classroom indicated that they were not supporting their students as they thought they were. The analysis yielded specific ways in which novice and experienced teachers might support their students. Furthermore, the cross-case analysis established the support that teachers are able to provide to students depends on (a) teaching experience, (b) teacher content and pedagogical knowledge, (c) questioning, (d) awareness of communication, (e) teacher expectations, and (f) classroom management. Study results provide implications regarding the kinds of support teachers might need given their teaching experience and mathematics content knowledge as they attempt to motivate their students to engage in SMP3.
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Elementary Teachers' Evolving Interpretations of the Standards for Mathematical Practice in the Common Core State Standards: A Multi-Case StudyYoak, Kimberly Joy 13 May 2014 (has links)
No description available.
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THE INFLUENCES OF MIDDLE SCHOOL MATHEMATICS TEACHERS’ PRACTICAL RATIONALITY ON INSTRUCTIONAL DECISION MAKING REGARDING THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICESSobolewski-McMahon, Lauren Marie, McMahon 11 August 2017 (has links)
No description available.
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A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State StandardsHowse, Tashana 01 January 2013 (has links)
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.
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