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A mixed methods study of cognitive a...

Allen-Lyall, Barbara H.

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A mixed methods study of cognitive and affective factors that influence teachers' geometry learning for teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A mixed methods study of cognitive and affective factors that influence teachers' geometry learning for teaching./
Author:	Allen-Lyall, Barbara H.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	169 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3723099
ISBN:	9781339057255

A mixed methods study of cognitive and affective factors that influence teachers' geometry learning for teaching.
Allen-Lyall, Barbara H.

A mixed methods study of cognitive and affective factors that influence teachers' geometry learning for teaching. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 169 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ph.D.)--Lesley University, 2014.

The increased need for strong geometry learning beginning in early schooling presents problems for teachers who are largely underprepared to interpret geometry content and effectively communicate geometry concepts critical to student understanding. It stands to reason that if teachers are underprepared to teach geometry due to their own insubstantial early learning and the absence of critical geometry learning in teacher education programs, student learning will be adversely affected. Therefore, it is increasingly important to effectively educate or reeducate teachers in the geometry content area regardless of their students' ages. It is also important to understand the scope of influence on adequate teacher geometry achievement. The purpose of this study is to understand both cognitive and affective factors that influence the geometry learning of teachers who are responsible for helping students develop strong geometry content knowledge. An explanatory sequential mixed methods design was used to collect and examine data from two groups of teachers taking a Geometry I graduate level mathematics education course. Five measures were administered during the study period: two different tests of spatial ability, a geometry attitudes inventory, and two tests of geometry content knowledge (pre- and post-course tests). Analysis of quantitative data revealed geometry attitudes predicting scores on the geometry pretest and spatial ability predicting geometry growth over the study period. Follow-up qualitative interviews with a small sample of study subjects allowed for data complementarity. This research element helped to explain both cognitive and affective factors that influence teachers' geometry learning for teaching. Implications for the field of education include expanding opportunities for all aged students to engage in spatial activities within various facets of learning and promoting effective communication with families about the importance of encouraging mathematics achievement at home.

ISBN: 9781339057255Subjects--Topical Terms:

641129
Mathematics education.

A mixed methods study of cognitive and affective factors that influence teachers' geometry learning for teaching.
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245 1 2 $a A mixed methods study of cognitive and affective factors that influence teachers' geometry learning for teaching.
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500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Anne M. Collins.
502 $a Thesis (Ph.D.)--Lesley University, 2014.
520 $a The increased need for strong geometry learning beginning in early schooling presents problems for teachers who are largely underprepared to interpret geometry content and effectively communicate geometry concepts critical to student understanding. It stands to reason that if teachers are underprepared to teach geometry due to their own insubstantial early learning and the absence of critical geometry learning in teacher education programs, student learning will be adversely affected. Therefore, it is increasingly important to effectively educate or reeducate teachers in the geometry content area regardless of their students' ages. It is also important to understand the scope of influence on adequate teacher geometry achievement. The purpose of this study is to understand both cognitive and affective factors that influence the geometry learning of teachers who are responsible for helping students develop strong geometry content knowledge. An explanatory sequential mixed methods design was used to collect and examine data from two groups of teachers taking a Geometry I graduate level mathematics education course. Five measures were administered during the study period: two different tests of spatial ability, a geometry attitudes inventory, and two tests of geometry content knowledge (pre- and post-course tests). Analysis of quantitative data revealed geometry attitudes predicting scores on the geometry pretest and spatial ability predicting geometry growth over the study period. Follow-up qualitative interviews with a small sample of study subjects allowed for data complementarity. This research element helped to explain both cognitive and affective factors that influence teachers' geometry learning for teaching. Implications for the field of education include expanding opportunities for all aged students to engage in spatial activities within various facets of learning and promoting effective communication with families about the importance of encouraging mathematics achievement at home.
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