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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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TitleInfo
Title
An analysis of pedagogical moves for facilitating the development of in-service middle-school mathematics teachers' recognition of reasoning
Name (type = personal)
NamePart (type = family)
Cipriani
NamePart (type = given)
Phyllis J.
NamePart (type = date)
1969-
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Phyllis J. Cipriani
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
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Maher
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Carolyn A
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Carolyn A Maher
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Advisory Committee
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chair
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Powell
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Arthur B
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Arthur B Powell
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Advisory Committee
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internal member
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Morrow
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Lesley M
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Lesley M Morrow
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Advisory Committee
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internal member
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Alston
NamePart (type = given)
Alice S
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Alice S Alston
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Advisory Committee
Role
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outside member
Name (type = corporate)
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Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
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school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2017
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2017-01
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2017
Place
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xx
Language
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eng
Abstract (type = abstract)
A 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.
Subject (authority = RUETD)
Topic
Education
Subject (authority = ETD-LCSH)
Topic
Reasoning
Subject (authority = ETD-LCSH)
Topic
Teachers--In-service training
Subject (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_7753
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (xix, 985 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Phyllis J. Cipriani
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TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3H997NP
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Cipriani
GivenName
Phyllis
MiddleName
J.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-10-27 12:58:32
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Phyllis Cipriani
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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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
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Technical

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