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Roles, responsibilities, and backgro...

Bitto, Laura E.

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Roles, responsibilities, and background experiences of elementary mathematics specialists.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Roles, responsibilities, and background experiences of elementary mathematics specialists./
作者:	Bitto, Laura E.
面頁冊數:	283 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663010
ISBN:	9781321803587

Roles, responsibilities, and background experiences of elementary mathematics specialists.
Bitto, Laura E.

Roles, responsibilities, and background experiences of elementary mathematics specialists. - 283 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--The College of William and Mary, 2015.

The roles, responsibilities, and preparatory experiences of 10 elementary mathematics specialists were examined in the areas of content knowledge for teaching mathematics (CKTM), pedagogical knowledge for teaching mathematics (PKTM), and leadership knowledge and skills (LKS). Study results indicate that these specialists use their CKTM, PKTM, and LKS simultaneously while acting in their roles and fulfilling their responsibilities. LKS are at the forefront of their actions, serving as important vehicles for supporting, developing, and applying CKTM and PKTM. To develop the skills and knowledge necessary for the work described by these mathematics specialists, their requisite experiences included those that facilitate effective mathematics instruction---building CKTM and PKTM---and those that shape effective curriculum-based teacher leaders. The specialists also discussed how they benefit from on-going support and collaboration from mentors and other specialist peers to address their contextually unique challenges.

ISBN: 9781321803587Subjects--Topical Terms:

641129
Mathematics education.

Roles, responsibilities, and background experiences of elementary mathematics specialists.
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245 1 0 $a Roles, responsibilities, and background experiences of elementary mathematics specialists.
300 $a 283 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Judith B. Harris.
502 $a Thesis (Ph.D.)--The College of William and Mary, 2015.
520 $a The roles, responsibilities, and preparatory experiences of 10 elementary mathematics specialists were examined in the areas of content knowledge for teaching mathematics (CKTM), pedagogical knowledge for teaching mathematics (PKTM), and leadership knowledge and skills (LKS). Study results indicate that these specialists use their CKTM, PKTM, and LKS simultaneously while acting in their roles and fulfilling their responsibilities. LKS are at the forefront of their actions, serving as important vehicles for supporting, developing, and applying CKTM and PKTM. To develop the skills and knowledge necessary for the work described by these mathematics specialists, their requisite experiences included those that facilitate effective mathematics instruction---building CKTM and PKTM---and those that shape effective curriculum-based teacher leaders. The specialists also discussed how they benefit from on-going support and collaboration from mentors and other specialist peers to address their contextually unique challenges.
520 $a Situating the study's fmdings within educational leadership literature led to the recognition that these specialists are teacher leaders (York-Barr & Duke, 2004) and thus should be consistently called mathematics teacher leaders, rather than mathematics coaches or specialists. A model that explains the specific types of knowledge necessary for mathematics teacher leaders to fulfill their responsibilities, that is situated within and between Mathematical Knowledge for Teaching (Ball, Thames, & Phelps, 2008) and teacher leadership, is presented: mathematics teacher leadership knowledge. This model describes the unique blend of knowledge that results when the three primary knowledge domains (CKTM, PKTM, and LKS) are interwoven in the ways that this study's participants explained.
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