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Examining Mathematical Knowledge for...

Burke, Margaret Meg Kathleen.

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Examining Mathematical Knowledge for Teaching In The Mathematics Teaching Cycle: A Multiple Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining Mathematical Knowledge for Teaching In The Mathematics Teaching Cycle: A Multiple Case Study./
Author:	Burke, Margaret Meg Kathleen.
Description:	315 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589436
ISBN:	9781303280474

Examining Mathematical Knowledge for Teaching In The Mathematics Teaching Cycle: A Multiple Case Study.
Burke, Margaret Meg Kathleen.

Examining Mathematical Knowledge for Teaching In The Mathematics Teaching Cycle: A Multiple Case Study. - 315 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2013.

The research indicated effective mathematics teaching to be more complex than assuming the best predictor of student achievement in mathematics is the mathematical content knowledge of a teacher. This dissertation took a novel approach to addressing the idea of what it means to examine how a teacher's knowledge of mathematics impacts student achievement in elementary schools. Using a multiple case study design, the researcher investigated teacher knowledge as a function of the Mathematics Teaching Cycle (NCTM, 2007). Three cases (of two teachers each) were selected using a compilation of Learning Mathematics for Teaching (LMT) measures (LMT, 2006) and Developing Mathematical Ideas (DMI) measures (Higgins, Bell, Wilson, McCoach, & Oh, 2007; Bell, Wilson, Higgins, & McCoach, 2010) and student scores on the Arizona Assessment Collaborative (AzAC). The cases included teachers with: a) high knowledge & low student achievement v low knowledge & high student achievement, b) high knowledge & average achievement v low knowledge & average achievement, c) average knowledge & high achievement v average knowledge & low achievement, d) two teachers with average achievement & very high student achievement. In the end, my data suggested that MKT was only partially utilized across the contrasting teacher cases during the planning process, the delivery of mathematics instruction, and subsequent reflection. Mathematical Knowledge for Teaching was utilized differently by teachers with high student gains than those with low student gains. Because of this insight, I also found that MKT was not uniformly predictive of student gains across my cases, nor was it predictive of the quality of instruction provided to students in these classrooms.

ISBN: 9781303280474Subjects--Topical Terms:

641129
Mathematics education.

Examining Mathematical Knowledge for Teaching In The Mathematics Teaching Cycle: A Multiple Case Study.
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100 1 $a Burke, Margaret Meg Kathleen. $3 3186038
245 1 0 $a Examining Mathematical Knowledge for Teaching In The Mathematics Teaching Cycle: A Multiple Case Study.
300 $a 315 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Advisers: James Middleton; Finbarr Sloane.
502 $a Thesis (Ph.D.)--Arizona State University, 2013.
520 $a The research indicated effective mathematics teaching to be more complex than assuming the best predictor of student achievement in mathematics is the mathematical content knowledge of a teacher. This dissertation took a novel approach to addressing the idea of what it means to examine how a teacher's knowledge of mathematics impacts student achievement in elementary schools. Using a multiple case study design, the researcher investigated teacher knowledge as a function of the Mathematics Teaching Cycle (NCTM, 2007). Three cases (of two teachers each) were selected using a compilation of Learning Mathematics for Teaching (LMT) measures (LMT, 2006) and Developing Mathematical Ideas (DMI) measures (Higgins, Bell, Wilson, McCoach, & Oh, 2007; Bell, Wilson, Higgins, & McCoach, 2010) and student scores on the Arizona Assessment Collaborative (AzAC). The cases included teachers with: a) high knowledge & low student achievement v low knowledge & high student achievement, b) high knowledge & average achievement v low knowledge & average achievement, c) average knowledge & high achievement v average knowledge & low achievement, d) two teachers with average achievement & very high student achievement. In the end, my data suggested that MKT was only partially utilized across the contrasting teacher cases during the planning process, the delivery of mathematics instruction, and subsequent reflection. Mathematical Knowledge for Teaching was utilized differently by teachers with high student gains than those with low student gains. Because of this insight, I also found that MKT was not uniformly predictive of student gains across my cases, nor was it predictive of the quality of instruction provided to students in these classrooms.
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