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Deepening teachers' awareness of students' mathematical reasoning through video study in an online course

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TitleInfo
Title
Deepening teachers' awareness of students' mathematical reasoning through video study in an online course
Name (type = personal)
NamePart (type = family)
Palius
NamePart (type = given)
Marjory Fan
NamePart (type = date)
1967-
DisplayForm
Marjory Palius
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Maher
NamePart (type = given)
Carolyn A.
DisplayForm
Carolyn A. Maher
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Alston
NamePart (type = given)
Alice S.
DisplayForm
Alice S. Alston
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Anthony
NamePart (type = given)
Linda J.
DisplayForm
Linda J. Anthony
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2013
DateOther (qualifier = exact); (type = degree)
2013-01
CopyrightDate (encoding = iso8601); (point = start); (qualifier = exact)
2013
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
This research explored the hypothesis that teachers may be able to learn how to attend to children’s productions of proof-like justifications if provided with illustrative examples of how students’ mathematical reasoning develops through engagement in problem solving with appropriate pedagogical facilitation. An experimental online course was designed and implemented to measure how studying videos from a research collection and related literature might serve to deepen teachers’ awareness of students’ mathematical reasoning. Three studies investigated teacher learning across two implementations of the course using a mixed methods approach that included analysis of a video-based pre/post assessment and discourse analysis. The assessment was administered to participants at the beginning and end of their instructional intervention. Data were collected from experimental and comparison conditions as part of a larger research project. Assessment data for various conditions were analyzed to measure change from pre to post in describing the features of mathematical arguments expressed by children in the video. Assessment data for course participants also were analyzed by individual within group for examining change in relation to what small groups discussed online in a course unit featuring different children sharing their reasoning to the same mathematical task as in the assessment video. Discourse analysis was performed on two other units with identical assignments for both implementations. Data analysis revealed evidence of learning with 91% of teachers in the course attending sufficiently well to the details of children articulating their mathematical reasoning in the assessment video for two different argument forms. This finding was supported by a higher post-assessment growth rate for these argument forms by participants in the experimental course than those in three different comparison conditions. Discourse analysis that coded for details of attending to children’s mathematical activities showed how teachers learned collaboratively by engaging in discussions online about the development of students’ mathematical reasoning in through studying and reflecting on multimedia artifacts. Findings reveal the depth and breadth of their learning about children’s reasoning about fraction ideas, how it develops, and how they view what they have learned as being highly relevant to teaching practices at elementary through secondary grades and beyond.
Subject (authority = RUETD)
Topic
Mathematics Education
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_4468
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
x, 152 p. : ill.
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Marjory Fan Palius
Subject (authority = ETD-LCSH)
Topic
Mathematics teachers--United States
Subject (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching (Elementary)--United States
Subject (authority = ETD-LCSH)
Topic
Teachers--Training of--United States
Subject (authority = ETD-LCSH)
Topic
Mathematics--Web-based instruction
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000067517
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3445K6B
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Palius
GivenName
Marjory
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-01-03 14:00:48
AssociatedEntity
Name
Marjory Palius
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
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.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-01-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2013-08-02
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after August 2nd, 2013.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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