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Elementary teachers' mathematics tex...

Michigan State University.

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Elementary teachers' mathematics textbook use in terms of cognitive demands and influential factors: A mixed method study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary teachers' mathematics textbook use in terms of cognitive demands and influential factors: A mixed method study./
作者:	Son, Ji-Won.
面頁冊數:	297 p.
附註:	Advisers: Sharon L. Senk; Sandra Crespo.
Contained By:	Dissertation Abstracts International69-10A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3332018
ISBN:	9780549845232

Elementary teachers' mathematics textbook use in terms of cognitive demands and influential factors: A mixed method study.
Son, Ji-Won.

Elementary teachers' mathematics textbook use in terms of cognitive demands and influential factors: A mixed method study. - 297 p.

Advisers: Sharon L. Senk; Sandra Crespo.

Thesis (Ph.D.)--Michigan State University, 2008.

The purpose of this study is to examine teachers' textbook use and its influential factors from a different angle, that of the cognitive demand of mathematical problems and teacher questions, and to provide both depth and breadth of analysis on these topics. A survey was used for the quantitative aspect of the research, along with teachers' lesson plan modifications, observations, and interviews for the qualitative part. Among 169 teachers who participated in the survey, eight teachers were observed and interviewed in order to establish the validity of the survey and to provide additional details.

ISBN: 9780549845232Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Elementary teachers' mathematics textbook use in terms of cognitive demands and influential factors: A mixed method study.
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100 1 $a Son, Ji-Won. $3 1043524
245 1 0 $a Elementary teachers' mathematics textbook use in terms of cognitive demands and influential factors: A mixed method study.
300 $a 297 p.
500 $a Advisers: Sharon L. Senk; Sandra Crespo.
500 $a Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3847.
502 $a Thesis (Ph.D.)--Michigan State University, 2008.
520 $a The purpose of this study is to examine teachers' textbook use and its influential factors from a different angle, that of the cognitive demand of mathematical problems and teacher questions, and to provide both depth and breadth of analysis on these topics. A survey was used for the quantitative aspect of the research, along with teachers' lesson plan modifications, observations, and interviews for the qualitative part. Among 169 teachers who participated in the survey, eight teachers were observed and interviewed in order to establish the validity of the survey and to provide additional details.
520 $a Textbook use patterns were explored by looking at the relationship between problems and questions in textbooks and those used by teachers in teaching. Influential factors were explored in three levels---individual (e.g., teacher knowledge), contextual (e.g., type of textbook), and teachers' opportunity-to-learn (e.g., Professional development [PD] experiences).
520 $a Three noticeable findings emerged. First, there exists relatively a simple relationship between textbook problems and problems used by teachers in teaching. When teachers use problems, they at least maintain the cognitive demand of textbook problems in teaching, suggesting that the cognitive demand of textbooks play an important role in deciding the cognitive demand of problems used by teachers in teaching.
520 $a Second, a complicated relationship exists between teacher questions in textbooks and those in teaching. Although textbooks provide higher cognitive demand teacher questions, some teachers decrease these levels in their teaching. Even though teachers use the higher level text problems in teaching, they decrease its level by using lower level teacher questions. This is because the enactment of mathematical problems is a multi-dimensional practice intertwined with teachers' goals, intentions, questions, and interactions of teachers and students.
520 $a Furthermore, the critical factor that influences teachers who decrease higher level text to lower level cognitive demand or those who increase a lower level text into higher level cognitive demand is alignment between their teaching goals and those of the textbooks they use. This study also found other important influential factors, such as type of textbook (standards-based curriculum), teacher knowledge, teacher perceptions about student achievement, and PD observation experience. The findings of this study provide curriculum developers, professional developers, and teacher educators with information about ways in which they can support teachers in order to help teachers make better use of their texts.
590 $a School code: 0128.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Mathematics. $3 1017588
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690 $a 0524
690 $a 0727
710 2 $a Michigan State University. $3 676168
773 0 $t Dissertation Abstracts International $g 69-10A.
790 $a 0128
790 1 0 $a Crespo, Sandra, $e advisor
790 1 0 $a Senk, Sharon L., $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3332018