The Alignment between Teaching Mathematics through Problem Solving and Recent Mathematical Process Standards and Teaching Practices

Autor/in	Alwarsh, Awsaf A.
Titel	The Alignment between Teaching Mathematics through Problem Solving and Recent Mathematical Process Standards and Teaching Practices
Quelle	(2020), (195 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Toledo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8902-1
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Middle School Teachers; Problem Solving; Teaching Methods; Lesson Plans; Observation; Common Core State Standards + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Beobachtung; Common core curriculum; Curriculum; Kerncurriculum
Abstract	This research examined how three middle school mathematics teachers who were supported by their district to use the Teaching Through Problem Solving approach interpreted and implemented the Standards for Mathematical practices (SMPs) developed by the Common Core State Standards (2010) and the Mathematics Teaching Practices (MTPs) developed by the National Council of Teachers of Mathematics (2014). Data sources included a pre and post-interview with each participant, one lesson plan from each participant, and one lesson observation for that lesson plan. Data analysis involved descriptive and interpretive components of qualitative methods to understand teachers' interpretation and implementation of SMPs and MTPs. Four themes emerged from this analysis: (1) Supporting teachers to use Teaching Through Problem Solving may help them in their implementation of the SMPs more than in their interpretations, (2) Teachers who use Teaching Through Problem Solving may understand and fully implement the MTPs, (3) Teachers who are supported to use Teaching Through Problem Solving may use Teaching For Problem Solving, and (4) Using Teaching For Problem Solving may result in partial implementation of the SMPs and MTPs. [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	2024/1/01