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Tracing beliefs and behaviors of a participant in a longitudinal study for the development of mathematical ideas and reasoning
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
Tracing beliefs and behaviors of a participant in a longitudinal study for the development of mathematical ideas and reasoning
SubTitle
a case study
Identifier
ETD_2525
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052894
Language
LanguageTerm
(authority = ISO639-2);
(type = code)
English
Genre
(authority = marcgt)
theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
Mathematics Education
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Mathematics--Study and teaching
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Mathematics--Study and teaching--Longitudinal studies
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
Knowledge, Theory of
Subject
(ID = SBJ-5);
(authority = ETD-LCSH)
Topic
Mathematics--Research
Subject
(ID = SBJ-6);
(authority = ETD-LCSH)
Topic
Mathematics--Decision making
Abstract
(type = abstract)
This research provides an analysis of the relationship between a student‘s beliefs and mathematical behaviors over a seventeen-year period. Romina, the student of focus in this case study, was among the original participants in a longitudinal study which explored how students build mathematical ideas when working collaboratively on problem-solving tasks with as little outside intervention as possible (Maher, 2005). A qualitative, phenomenological approach was taken in analyzing videotape recordings from the Rutgers-Kenilworth longitudinal study between February 6, 1992 and July 15, 2009 in the Robert B. Davis Institute of Learning archive, along with student work, questionnaires, and researcher field notes. To better understand the development of math ideas by tracing her knowing and sense-making, the research examined four sessions of Romina‘s problem-solving behavior in terms of justification, representation, and collaboration from fourth through twelfth grades. In addition, this study explored her mathematical beliefs based upon five interviews from high school, college, and her post-graduate career concerning her views about the knowledge, conditions, and processes of mathematical learning. Addressing a documented need in the literature for investigation of the interplay between personal epistemology and mathematical reasoning over time, this study contributes to a larger body of work considering how social interaction, teacher questioning, and task design affect a student‘s cognitive growth. The research suggests that Romina constructed mathematical ideas by building relationships among concepts and produced justifications through continuously evolving personal representations that promoted mathematical understanding. Further, the findings provide evidence that Romina engaged in a range of collaborative behaviors in which she questioned others‘ ideas, found teacher-researcher interaction a catalyst to her thinking, worked through frustration, and moved fluidly among many roles within the group – facilitator, manager, communicator, and secretary. Simultaneously, the data suggest she developed three very healthy mathematical beliefs involving the active construction of conceptual knowledge, learning environments that built ―comfortable‖ collaborative relationships while engaging in complex tasks over long periods of time, and, finally, a learning process of ―group thinking where personally relevant problems were shared, questioned, and argued. Through systematic examination of the relationship between Romina‘s beliefs and problem-solving behaviors, the results of this study imply specific instructional interventions that support the development of mathematical ideas and reasoning from elementary grades through college and into the workplace.
PhysicalDescription
Form
(authority = gmd)
electronic resource
Extent
xv, 708 p. : ill.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
Includes abstract
Note
Graduate Program in Mathematics Education
Name
(ID = NAME-1);
(type = personal)
NamePart
(type = family)
Steffero
NamePart
(type = given)
Maria
NamePart
(type = termsOfAddress)
NamePart
(type = date)
1977-
Role
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author
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Maria Stefffero
Name
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NamePart
(type = family)
Maher
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(type = given)
Carolyn A.
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chair
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Advisory Committee
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Carolyn A. Maher
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NamePart
(type = family)
Alston
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(type = given)
Alice
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internal member
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Advisory Committee
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Alice Alston
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(type = personal)
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(type = family)
Steencken
NamePart
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Elena P.
Role
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internal member
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Advisory Committee
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Elena P. Steencken
Name
(ID = NAME-5);
(type = personal)
NamePart
(type = family)
Speiser
NamePart
(type = given)
Robert
Role
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outside member
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Advisory Committee
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Robert Speiser
Name
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NamePart
Graduate School of Education
Role
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(authority = RULIB)
school
Name
(ID = NAME-2);
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NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
OriginInfo
DateCreated
(qualifier = exact)
2010
DateOther
(qualifier = exact);
(type = degree)
2010-05
Place
PlaceTerm
(type = code)
xx
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
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(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Identifier
(type = doi)
doi:10.7282/T3C829D4
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(AUTHORITY = GS);
(ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder
(ID = PRH-1);
(type = personal)
Name
FamilyName
Stefffero
GivenName
Maria
Role
Copyright Holder
RightsEvent
(ID = RE-1);
(AUTHORITY = rulib)
Type
Permission or license
DateTime
2010-04-01 20:38:40
AssociatedEntity
(ID = AE-1);
(AUTHORITY = rulib)
Role
Copyright holder
Name
Maria Stefffero
Affiliation
Rutgers University. Graduate School of Education
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(AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
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ETD
MimeType
(TYPE = file)
application/pdf
MimeType
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application/x-tar
FileSize
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13967360
Checksum
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Statistical Profile