Classroom mathematics discussions are difficult for teachers to orchestrate. They require attending to and responding to studentsâ ideas about mathematics in ways that are responsive to their approaches, yet also guiding the group toward more sophisticated mathematical understanding. Deliberate practice is a promising approach to preparing teachers for this work. In this dissertation I focus on a form of deliberate practice called rehearsal that provides teachers an opportunity to role-play these discussions while instructors provide coaching and feedback. I provide a synthesis of literature that illuminates the learning opportunities in rehearsal and situates rehearsal as one component of a larger learning cycle that helps teachers learn how to learn from their own practice. I then offer two empirical analyses that examine the role of rehearsal in changes to the classroom practice of inservice middle school math teachers. These analyses conclude that the content of teachersâ questions are particularly susceptible to change as a result of rehearsal and are propelled through moments of teacher self-correction and conflict with previously-established classroom norms.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-04122017-151329 |
| Date | 13 April 2017 |
| Creators | Pfaff, Erin |
| Contributors | Philip Crooke, Richard Lehrer, Leona Schauble, Ilana Horn, Marcy Singer-Gabella |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-04122017-151329/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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