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Examining The Specialized Math Content Knowledge Of Elementary Teachers In The Age Of The Common Core, Stephanie Purington
Examining The Specialized Math Content Knowledge Of Elementary Teachers In The Age Of The Common Core, Stephanie Purington
Doctoral Dissertations
Mathematical standards for students have increased with the development of the Common Core State Standards for Mathematics and its accompanying high stakes testing. Teachers need strong conceptual knowledge of the mathematics they teach in order to give students the opportunity to learn that math deeply. An earlier study (Ma, 1999) found that US elementary teachers lack the deep knowledge to teach math conceptually. Given the mathematics standards movements of the last two decades, it is plausible that the knowledge base of teachers has changed. Using the framework of Specialized Content Knowledge (SCK), which is the knowledge required to teach math …
A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin
A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin
Doctoral Dissertations
This study explores how an elementary mathematics teacher supported English language leaners’ (ELLs’) academic language and concept development in the context of current high- stakes school reform. The conceptual frameworks informing this study include Halliday’s theory of systemic functional linguistics (e.g., Halliday & Matthiessen, 2014) and Vygotsky’s sociocultural theory of concept development (Vygotsky, 1986). Specifically, this study analyzes the interplay between academic and everyday language and how this interplay can facilitate the development of what Vygotsky referred to as “real” or complete concepts as students shift from “spontaneous” to more “scientific” understanding of phenomenon (Vygotsky, 1986, p.173). This year-long qualitative …