A Phenomenological Study of Mathematics Teacher Educators' Experiences Related to and Perceptions of Statistics

Autor/in	Hogue, Mark D.
Titel	A Phenomenological Study of Mathematics Teacher Educators' Experiences Related to and Perceptions of Statistics
Quelle	(2012), (217 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Kent State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-3689-2
Schlagwörter	Hochschulschrift; Dissertation; Statistics; Mathematics Instruction; Mathematics Teachers; Teacher Educators; Preservice Teachers; Elementary Secondary Education; Methods Courses; Student Attitudes; Semi Structured Interviews; Teacher Role; Phenomenology; Time Factors (Learning); Teaching Experience; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Statistik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Schülerverhalten; Lehrerrolle; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten
Abstract	The purpose of this study was to determine the experiences related to and perceptions of statistics of mathematics teacher educators. Particularly, this study focused on the participants' lived experience by training preservice K-8 teacher candidates in topics related to statistics in the mathematics methods course. Their perceptions and interpretations were organized according to key points, respective to each semi-structured question presented in the interview protocol. The participants for this study were three (3) mathematics teacher educators in the same state system of higher education in a northeastern state in the US. The mathematics teacher educators were interviewed individually for 60-90 minutes in a semi-structured format, discussing their experiences and perceptions of statistics related to their role as K-8 math methods professors. The design of the study was phenomenological (Giorgi, 1994; Moustakas, 1994). Each question contained in the interview protocol was broken into key points, capturing the essence(s) of their experiences. The key points and interpretations were reviewed with Richard Busi, a doctoral student in mathematics education, in an effort to triangulate the interpretative process (Denzin, 1978). The results obtained from Chapter IV indicate three major domains discussed by the participants, including preservice teacher preparation, conceptualizing the role of statistics, and allocation of time. This study also suggests that there are numerous factors related to the experiences and perceptions of mathematics teacher educators, which may promote a more thorough understanding of the challenges they face in light of preparing preservice teachers to teach mathematical and statistical notions. [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	2017/4/10