Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value

Autor/in	Kulhanek, Stefani Michelle
Titel	Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value
Quelle	(2013), (109 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-0386-9
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Mathematics Instruction; Teaching Methods; Grade 2; Faculty Development; Pedagogical Content Knowledge; Coaching (Performance); Best Practices; Participant Observation; Interviews; Rural Schools; School Districts; Class Activities; Mixed Methods Research; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Pädagogische Kompetenz; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk
Abstract	An understanding of whole number place value is a critical component of second-grade mathematics. This understanding of place value provides the foundational concept for operations with whole numbers. The ability to understand the concept of place value and transfer that understanding to teaching addition and subtraction are often problems associated with teachers' limited pedagogical content knowledge. Teachers must understand teaching place value does not consist of merely teaching students to name the digit in a particular location. A possible solution to the problem is to provide professional development trainings and implementation support through instructional coaching focused on the teaching of place value in a conceptual manner consistent with best pedagogical practices. Therefore, the purpose of this mixed method study is to describe the pedagogical content knowledge of second-grade teachers in order to answer the research question: What can you expect to see in the classroom teaching of place value from second-grade teachers who have attended 12 hours of professional development and have received instructional coaching? Quantitative data includes the use of the "Learning Mathematics for Teaching" assessment paired with participant observations, discussions, and interviews in order to gain a deeper understanding of the participants' thinking. The participants of this study are four second-grade teachers from a rural school district outside of Houston, Texas. Each of the four participants attended 12 hours of professional development and received instructional coaching support through classroom observation with post-observation discussions, a model lesson, and instructional planning. The results of the study show that every participant implemented activities from the professional development, used questioning modeled by the presenter during the sessions, and discussed critical concepts in their classrooms. Additionally, teacher pedagogical content knowledge did improve after 12 hours of professional development and instructional coaching. However, the participants believe that further support should be given through a more detailed scope and sequence, which provides information as to when and how the new concepts and activities need to be incorporated in the classroom. [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