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Teachers' Practice of Mathematical R...

Turner, Mark Bradley.

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Teachers' Practice of Mathematical Reform Techniques in the Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Practice of Mathematical Reform Techniques in the Classroom./
Author:	Turner, Mark Bradley.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	166 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
Contained By:	Dissertation Abstracts International77-06A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10000368
ISBN:	9781339408606

Teachers' Practice of Mathematical Reform Techniques in the Classroom.
Turner, Mark Bradley.

Teachers' Practice of Mathematical Reform Techniques in the Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 166 p.

Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.

Thesis (Ed.D.)--Walden University, 2016.

In 1989, the National Council of Teachers of Mathematics advocated for a reform mathematics approach to mathematics education. Teachers in a large suburban school district in the southeastern United States are expected to use strategies that are consistent with reform mathematics. It is not known whether faculty members of a large elementary school in that district have adopted reform mathematics teaching strategies. Reform mathematics is an endeavor to move away from the traditional, direct instruction approach of the teacher as the sole provider of information toward the teacher as a facilitator of knowledge. Reform mathematics allows students to construct their own understanding through experience. The purpose of this study was to examine the use of reform mathematics through teachers' self-report of current practices and classroom observations. A quantitative survey study design was used that included data collection from a self-report survey and teacher observations. Thirty-one teachers responded to the survey, and 15 of the teachers were observed. The survey results showed overall positive agreement (M = 4.54 on a 6-point Likert scale) with reform mathematics. The observation results revealed that teachers were using reform mathematics strategies in their classrooms. Nonetheless, the results indicated room for improvement. A staff development project was designed to provide teachers with targeted training to implement reform mathematics strategies more fully. This study will initiate social change by introducing and reinforcing current, data-driven teaching techniques to affect positive future student achievement and success.

ISBN: 9781339408606Subjects--Topical Terms:

641129
Mathematics education.

Teachers' Practice of Mathematical Reform Techniques in the Classroom.
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