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An analysis of pedagogical moves for facilitating the development of in-service middle-school mathematics teachers' recognition of reasoning
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Cipriani, Phyllis J.. An analysis of pedagogical moves for facilitating the development of in-service middle-school mathematics teachers' recognition of reasoning. Retrieved from https://doi.org/doi:10.7282/T3H997NP

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TitleAn analysis of pedagogical moves for facilitating the development of in-service middle-school mathematics teachers' recognition of reasoning
NameCipriani, Phyllis J. (author); Maher, Carolyn A (chair); Powell, Arthur B (internal member); Morrow, Lesley M (internal member); Alston, Alice S (outside member); Rutgers University; Graduate School - New Brunswick
Date Created2017
Other Date2017-01 (degree)
SubjectEducation, Reasoning, Teachers--In-service training, Mathematics--Study and teaching
Extent1 online resource (xix, 985 p. : ill.)
DescriptionA constructivist approach for teaching and learning mathematics was the foundation for a longitudinal study at Rutgers University in 1987 (Maher, 2011). One of the objectives of the longitudinal study was to provide an environment where students solve problems in collaborative groups (Maher, 2011). Videos from the longitudinal study are stored in the Video Mosaic Collaborative Repository and are resources to use for professional development programs to gain insight in recognizing students’ reasoning (Maher et al., 2010). A qualitative case study was used to examine the effect of a semester-long course entitled Topics in Mathematics Education: A Lesson Study on Reasoning with ten in-service middle-school mathematics teachers from five districts in the southern region of New Jersey during fall 2013. Findings from this study revealed that (1) teachers’ expectations of students' abilities increased, particularly with special education students; (2) teachers showed evidence of growth in their abilities to use non-leading questioning and pedagogical practices; and (3) teachers recognized that attending to students’ reasoning is a gradual and continual process. Implications of the study and future research recommendations include comparing the results of the other cohorts.
NotePh.D.
NoteIncludes bibliographical references
Noteby Phyllis J. Cipriani
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3H997NP
Languageeng
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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