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Teacher responses to students' difficulty with mathematics problems and student engagement: a study of three urban mathematics classrooms

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TitleInfo
Title
Teacher responses to students' difficulty with mathematics problems and student engagement: a study of three urban mathematics classrooms
Name (type = personal)
NamePart (type = family)
Seeve
NamePart (type = given)
Evelyn Schachner
DisplayForm
Evelyn Schachner Seeve
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Goldin
NamePart (type = given)
Gerald
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Gerald Goldin
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Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Epstein
NamePart (type = given)
Yakov
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Yakov Epstein
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Schorr
NamePart (type = given)
Roberta
DisplayForm
Roberta Schorr
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal 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 (encoding = w3cdtf); (qualifier = exact)
2012
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2012-10
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
Research points to students' increasingly negative attitudes towards mathematics throughout the middle and high school years, particularly for students coming from low SES backgrounds. Adverse feelings towards mathematics may be triggered by, among other things, classroom experiences that occur when students encounter difficulty with mathematics problems. Consequently, teacher responses to students in such cases can be instrumental in shaping their attitudes and feelings about mathematics. Teachers in urban, low SES schools often struggle in their efforts both to engage their students in challenging mathematics, and to have the students develop positive feelings towards the discipline. In an effort to better understand this dynamic, this study examined the responses of three urban mathematics teachers to their students' difficulties with mathematics problems and the students' behavioral, cognitive, and affective engagement in mathematics following those responses.
The research questions that guided the study were: 1) What types of responses do the teachers provide when they perceive that their students are experiencing difficulty with mathematics problems? 2) How do the teachers explain their responses in such cases during follow-up interviews? 3) What are the behavioral, cognitive, and affective consequences relating to student engagement in mathematics, following the teachers' responses to students' difficulties with mathematics problems?
To answer these questions, 29 episodes of students' mathematics difficulty during 7 days of video and audio taped class sessions (2-3 days per teacher) were identified and analyzed, along with data from stimulated recall interviews with the teachers and student questionnaire responses. A coding scheme of teachers' responses emerging from the study included five broad categories of response types and between one and six subcodes for each. Participating teachers never provided direct solutions but responded, using various strategies, by encouraging students to address their mathematical challenges. Teachers' retrospective reasons for their responses were likewise coded and most often emphasized mathematical goals and individual students' abilities or skills. Influences of teachers' responses on students' mathematical engagement were student- and context- dependent. Some discrepancies were noted between students' self-reported emotions and emotions inferred from students' observed behaviors on videotape.
This study offers direction for future research examining consequences of teacher interventions on students' mathematical engagement.
Subject (authority = RUETD)
Topic
Mathematics Education
Subject (authority = local)
Topic
Student errors in mathematics
Subject (authority = LCSH)
Topic
Mathematics -- Study and teaching
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_8459
PhysicalDescription
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InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (x, 378 pages)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
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/t3-3bf7-3s07
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
Seeve
GivenName
Evelyn
MiddleName
Schachner
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-09-30 23:00:13
AssociatedEntity
Name
Evelyn Seeve
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.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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