RUcore: Rutgers University Community Repository
High school mathematics teachers’ use of beliefs and knowledge in high-quality instruction
Descriptive
TitleInfo
Title
High school mathematics teachers’ use of beliefs and knowledge in high-quality instruction
Name
(type = personal)
NamePart
(type = family)
Rhoads
NamePart
(type = given)
Kathryn E.
DisplayForm
Kathryn E. Rhoads
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Weber
NamePart
(type = given)
Keith
DisplayForm
Keith Weber
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Battey
NamePart
(type = given)
Dan
DisplayForm
Dan Battey
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Mejia-Ramos
NamePart
(type = given)
Juan Pablo
DisplayForm
Juan Pablo Mejia-Ramos
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Etkina
NamePart
(type = given)
Eugenia
DisplayForm
Eugenia Etkina
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Thanheiser
NamePart
(type = given)
Eva
DisplayForm
Eva Thanheiser
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 - New Brunswick
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2014
DateOther
(qualifier = exact);
(type = degree)
2014-10
CopyrightDate
(encoding = w3cdtf)
2014
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
High-quality mathematics instruction is important for students’ learning, and teachers are a key part of instruction. As they engage in instruction, teachers draw on their beliefs and knowledge. Yet mathematics education still lacks a robust understanding of the specific ways in which beliefs and knowledge contribute to high-quality instruction, particularly at the high school level. The purpose of this dissertation is to explore the mathematical knowledge and beliefs used by high school teachers who facilitate high-quality instruction. Three main research questions guide this dissertation: (a) What is the nature of mathematical knowledge expressed in exemplary high school mathematics teachers’ reflections on teaching? (b) What teacher beliefs and knowledge support high-quality responses to students? (c) How can productive teacher beliefs about mathematics and mathematics teaching lead to instruction that is limited in mathematical richness? To investigate the first research question, I interviewed 11 high school mathematics teachers who were recognized for exemplary instruction. I used grounded analysis to explore the mathematical knowledge for teaching that was expressed through teachers’ reflections on their lessons. In response to the second research question, I observed and interviewed 12 high school teachers, five of whom were recognized for exemplary instruction. I used video-based, stimulated-recall interviews to understand the teacher beliefs and knowledge that supported or hindered high-quality responses to students’ mathematical questions, claims, and solutions. To address the third research question, I explored the case of one recognized teacher who expressed beliefs and goals aligned with mathematical meaning and sense making, yet his instruction did not exemplify these aspects. I used observations and interviews to understand the teacher’s perspectives on his instruction, and I offer explanations for why this instruction was limited in richness. The findings highlight the depth and complexity of mathematical knowledge and beliefs used in high-quality instruction and challenge the assumption that either teacher beliefs or teacher knowledge can be studied in isolation or outside of the instruction in which they are used.
Subject
(authority = RUETD)
Topic
Education
Subject
(authority = ETD-LCSH)
Topic
Mathematics--Study and teaching (Secondary)
Subject
(authority = ETD-LCSH)
Topic
Teachers--Interviews
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_5786
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xi, 266 p. : ill.)
Note
(type = degree)
Ph.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Kathryn E. Rhoads
RelatedItem
(type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
(type = local)
rucore19991600001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3FJ2H69
Genre
(authority = ExL-Esploro)
ETD doctoral
Back to the top
Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Rhoads
GivenName
Kathryn
MiddleName
E.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2014-08-20 11:42:36
AssociatedEntity
Name
Kathryn Rhoads
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top
Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
Back to the top
Statistical Profile