First Advisor

Nicole Rigelman

Term of Graduation

Spring 2019

Date of Publication

6-10-2019

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction

Department

Curriculum & Instruction

Language

English

Subjects

Mathematics -- Study and teaching, Mathematics teachers -- Training of, Observation (Educational method)

Physical Description

1 online resource (xii, 198 pages)

Abstract

Currently mathematics education is undergoing substantial changes so that students may experience mathematics in intellectually engaging, equitable, and relevant ways. More specifically, I am referring to a teacher stance of centering student thinking and allowing students to make sense of mathematical ideas. Proponents of reform efforts in mathematics argue that this is the path to helping elementary students develop a deep and conceptually sound understanding of mathematics. This is critical because a strong mathematical foundation has increasingly become a gateway for access to many career opportunities and citizenship in the United States.

Unfortunately, these ambitious changes present a challenge for teachers who may themselves have learned mathematics under a transmission model of teaching in which efficient, procedural understanding was the goal. The purpose of this case study was to explore and describe how three teachers involved in one professional development project, the East Metro Mathematics Leadership (EaMML) Partnership Grant, responded to a 3-year professional learning experience grounded in children’s authentic ways of thinking about mathematics.

Results from the study provide descriptive evidence about how the teacher participants articulate and enact changes in their beliefs and instructional methods. In addition, they provide illustrations of the teacher noticing of students’ mathematical thinking. These illustrations of practice can support the field of mathematics professional development to further conceptualize the practice of teacher noticing and how teacher noticing provides evidence of shifts in teachers’ beliefs and instruction.

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

https://archives.pdx.edu/ds/psu/33436

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