Sponsor
Portland State University. Department of Mathematics and Statistics
First Advisor
Sean Larsen
Date of Publication
Spring 6-1-2016
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.) in Mathematics Education
Department
Mathematics and Statistics
Language
English
Subjects
Mathematics -- Study and teaching (Elementary) -- Case studies, Mathematics teachers -- Training of -- Case studies, Proof theory
DOI
10.15760/etd.2951
Physical Description
1 online resource (vii, 244 pages)
Abstract
Justification and argumentation have been identified as important mathematical practices; however, little work has been done to understand the knowledge and pedagogy teachers need to support students in these ambitious practices. Data for this research was drawn from the Justification and Argumentation: Growing Understanding in Algebraic Reasoning (JAGUAR) project. JAGUAR was a multi-year research and professional development project in which 12 middle school math teachers and a group of researchers explored the knowledge and pedagogy needed to support student justifications. This dissertation consists of three case study analyses. The first paper describes the development of teacher conceptions of justification, including their proficiency with justification and purpose of justification in the middle school classroom. The second paper examines the relationship between teacher understanding of empirical reasoning and their use of examples in their classrooms. The final paper describes the relationship between task scaffolding and student forms of reasoning in the context of a justification task. Collectively, this body of work identifies important relationships between teacher knowledge, practice, and student justification activity.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/17592
Recommended Citation
James, Carolyn McCaffrey, "Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning" (2016). Dissertations and Theses. Paper 2955.
https://doi.org/10.15760/etd.2951