Exploring Teachers' Process of Change in Incorporating Problem Solving into the Mathematics Classroom

Autor/in	Rutherford, Vanessa
Titel	Exploring Teachers' Process of Change in Incorporating Problem Solving into the Mathematics Classroom
Quelle	(2012), (237 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, George Mason University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-6665-3
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Teachers; Elementary School Teachers; Educational Change; Problem Solving; Mathematics Instruction; Communities of Practice; Teacher Attitudes; Pedagogical Content Knowledge; Teaching Methods; Interviews; Observation; Educational Environment; Alignment (Education); Academic Standards; Goal Orientation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Bildungsreform; Problemlösen; Mathematics lessons; Mathematikunterricht; Community; Lehrerverhalten; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Beobachtung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zielorientierung; Zielvorstellung
Abstract	This study explores how a problem-solving based professional learning community (PLC) affects the beliefs, knowledge, and instructional practices of two sixth-grade mathematics teachers. An interview and two observations were conducted prior to beginning the year-long PLC in order to gather information about the participants' beliefs, knowledge, and instructional practices. Five PLC meetings were held throughout the year focused on implementing problem-solving activities into the classroom as a means to create a mathematics learning environment more aligned with the "Standards" (NCTM, 2000). Three observations of each participant were made while they incorporated a problem-solving activity into their classroom. Finally, a post interview and observation were conducted at the end of the year to again gather information on the participants' beliefs, knowledge, and instructional practices. Results indicate that the year-long problem-solving based PLC was effective in moving the participants' beliefs, knowledge, and instructional practices towards a more reform-based vision of school mathematics. The similarities and differences between the changes that both participants went through as well as factors that may have influenced them are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01