This study examined how an elementary teacher fostered student mathematical understanding and the strategies that she used to help students learn mathematical concepts. A case study of a Grade 1 teacher is described based on qualitative data from interviews and classroom observation sessions using a peer coaching model.
The evidence from the study suggests that this teacher benefited from professional development opportunities to gain deeper insights regarding her teaching practices. There were five major findings: (1) enthusiasm for improving her practices was necessary to successfully meet her goals; (2) this teacher’s role in the classroom was important to facilitate the construction of knowledge; (3) the classroom was an environment where her students felt safe; (4) a variety of tasks and strategies that students of varied abilities, interests and aptitudes can enjoy were used; and (5) multiple representations (including the use of manipulatives) were used to scaffold the construction of knowledge.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/18101 |
| Date | 14 December 2009 |
| Creators | Jao, Limin |
| Contributors | McDougall, Douglas Emerson |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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