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Examining Small-Group Discourse Through The Lens Of Students’ Beliefs About Mathematics And The Instructional Triangle, Jennifer Ericson
Examining Small-Group Discourse Through The Lens Of Students’ Beliefs About Mathematics And The Instructional Triangle, Jennifer Ericson
Doctoral Dissertations
Standards-based mathematics instruction [SBMI], with opportunities to engage in high-quality mathematical discourse about meaningful tasks, leads to increased student achievement. However, not all students participate in mathematical discourse with high-quality. Esmonde & Langer-Osuna (2013) found that students participate in discourse with various degrees of engagement based upon individual beliefs. Boaler (2006b) found that SBMI in a detracked setting improves students’ beliefs about mathematics. The purpose of this descriptive case study was to illustrate the phenomenon of incongruent written curricula commitments across grade bands in a school district by examining small-group discourse and students’ mathematical related beliefs. This study compared students’ …
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 …
Investigating The Parent Functions: African-American Families And Schools Collaborating To Improve Secondary Mathematics Achievement, Frank E. Staples Jr.
Investigating The Parent Functions: African-American Families And Schools Collaborating To Improve Secondary Mathematics Achievement, Frank E. Staples Jr.
Doctoral Dissertations
The purpose of this study was to identify and evaluate specific strategies that encouraged school personnel and African-American family members to collaborate in a spirit of mutual respect to promote and support student learning and development in high school mathematics. Three research questions were used to (a) determine if strategies identified by the participants were effective or non-effective, (b) determine if there were any similarities or differences with respect to how family members and school personnel think about or assess specific strategies, and (c) assess the results of implemented strategies. This goal was accomplished by (1) convening a group of …