The purpose of this study was to investigate the knowledge base and instructional
practices of two highly qualified experienced secondary mathematics teachers within
the context of their classrooms during a unit in a geometry class. Data collected from
interviews, classroom observations, pre and post-observation questionnaires, and
detailed analyses of several lesson segments were used to create case studies for each
teacher, which were compared to reveal any patterns in their instructional practices.
The theoretical framework used for this study was Schoenfeld's (1998) model of
teaching-in-context that included three factors that affected teachers' decisions during
instruction: beliefs, goals, and their knowledge bases. The supporting questions that
were investigated in this study dealt with teachers' conceptions of mathematics and
teaching and learning mathematics, instructional goals, instructional strategies and
curricular materials used during the unit, and any modifications made to instruction.
Both teachers in this study used a more traditional lecture and discussion style of
instruction that closely followed an explicit model of teaching instead of a more
reform-based style of teaching. The teachers incorporated the processes of
mathematics such as proof and reasoning and representation into their instruction
through modeling instead of incorporating activities into instruction designed to
engage students in the processes. Although both teachers were aware of and had used
reform-based methods, they perceived that the traditional instructional methods were
more efficient and effective. Contextual factors played a dominant role in the
decisions the teachers made about their instruction. The contextual factor that had the
greatest effect on instruction for these two teachers was the pressure to teach all of the
topics in the required curriculum to prepare their students for the state standardized
high stakes test. Other contextual factors were large class sizes, limited physical
space, and limited access to technology.
The results of this study indicated that although the teachers had strong content
knowledge and knowledge of both traditional and reform-based pedagogy, they chose
a more traditional instructional style and this decision was affected by contextual
factors such as high stakes testing, a required curriculum, and the demands of their
jobs. / Graduation date: 2006
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37140 |
| Date | 26 October 2005 |
| Creators | Beauchman, Molly Laverne Taylor |
| Contributors | Niess, Margaret L. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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