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An Interpretive Multi-Case Study to ...

Hansel, Kimberly S.

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An Interpretive Multi-Case Study to Understand what Influences the Usage and Creation of Open-Ended Questions in Secondary Mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Interpretive Multi-Case Study to Understand what Influences the Usage and Creation of Open-Ended Questions in Secondary Mathematics./
Author:	Hansel, Kimberly S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	206 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: B.
Contained By:	Dissertations Abstracts International84-05B.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29323843
ISBN:	9798352929810

An Interpretive Multi-Case Study to Understand what Influences the Usage and Creation of Open-Ended Questions in Secondary Mathematics.
Hansel, Kimberly S.

An Interpretive Multi-Case Study to Understand what Influences the Usage and Creation of Open-Ended Questions in Secondary Mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 206 p.

Source: Dissertations Abstracts International, Volume: 84-05, Section: B.

Thesis (Ed.D.)--Aurora University, 2022.

This qualitative study will address some potential reasons why reform-based mathematics has not been implemented in the secondary mathematics classroom. It will explore the beliefs, perceptions, and thoughts of mathematics teachers using a particular reform strategy called open-ended questioning. Although teacher beliefs, perceptions, and knowledge have been studied significantly, this research will extensively investigate the perceptions, beliefs, and thoughts of instructors as it pertains to using open-ended questioning.The approach used for this research will be an interpretive multi-case study. Three mathematics teachers with different levels of teaching experience and a similar number of years using open-ended questions were studied. Theoretically, the researcher selected the stance of a constructivist-interpretivist throughout all aspects of this investigation. All assumptions of this theoretical framework will be considered throughout the study. Data were collected from three main sources which include: five interviews, three months of reflection journals, and document analysis. It was found that all participants slowly progressed toward the use of open-ended questioning and started by using pre-made open-ended problems. Two of the three participants eventually moved to the use of self-created open-ended questions, while the third participant has not reached that level. Moreover, another finding is about the independent creation of open-ended problems which were described as "reversal" problems and stripped-down textbook problems.These findings are helpful in the sense that implementing open-ended questioning can start off simply and work toward a more independent creation of problems. Contrastingly, reform strategies are often presented in a way that changes both practice and curriculum. However, a better option may be the use of open-ended questioning, which can be used with the current curriculum.

ISBN: 9798352929810Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Education

An Interpretive Multi-Case Study to Understand what Influences the Usage and Creation of Open-Ended Questions in Secondary Mathematics.
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