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Mathematics education in one special...

Gibson, Kena E.

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Mathematics education in one special high school for mathematically talented students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mathematics education in one special high school for mathematically talented students./
作者:	Gibson, Kena E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	297 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10255987
ISBN:	9781369597004

Mathematics education in one special high school for mathematically talented students.
Gibson, Kena E.

Mathematics education in one special high school for mathematically talented students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 297 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

Several education researchers and practitioners have vocalized support and offered suggestions for providing mathematically gifted students with a level of academic experiences equivalent to their individual abilities (Heller, Monks, Sternberg, and Subotnik, 2000; Karp, 2007, 2011a; Sriraman, 2005; Stanley, 1980, 1991; Usiskin, 2000; Vogeli, 1997). Few of these studies, however, include documentation of the history and experiences of the mathematics programs and educators within special schools designated for the mathematically talented. The purpose of this study was to provide a historical record of one special school for mathematically talented students, the development of the school's mathematics department, and a reflection of the school's mathematics teachers' perspectives of effective teaching and learning practices for the mathematically gifted.

ISBN: 9781369597004Subjects--Topical Terms:

641129
Mathematics education.

Mathematics education in one special high school for mathematically talented students.
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500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Alexander P. Karp.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2017.
520 $a Several education researchers and practitioners have vocalized support and offered suggestions for providing mathematically gifted students with a level of academic experiences equivalent to their individual abilities (Heller, Monks, Sternberg, and Subotnik, 2000; Karp, 2007, 2011a; Sriraman, 2005; Stanley, 1980, 1991; Usiskin, 2000; Vogeli, 1997). Few of these studies, however, include documentation of the history and experiences of the mathematics programs and educators within special schools designated for the mathematically talented. The purpose of this study was to provide a historical record of one special school for mathematically talented students, the development of the school's mathematics department, and a reflection of the school's mathematics teachers' perspectives of effective teaching and learning practices for the mathematically gifted.
520 $a The research methods for this study were primarily qualitative in nature. Methods included an analysis of available primary and secondary source documents, a semi-structured series of interview questions conducted by the researcher with current and former administrators and mathematics teachers of the School, as well as a series of classroom observations.
520 $a The results of the study revealed numerous structural changes experienced by both the School and its department of mathematics following the academic year the School was established. A portion of these changes was instilled for the benefit of students while other changes were implemented to align with the philosophies of those in leadership at the School or State level. These changes have deemphasized the study of mathematics at the School significantly. Even though the School has remained an institution that offers admitted students a greater number of opportunities for studying advanced mathematics than provided by many other local schools in the State, the School seems to be transitioning away from its original purpose as a school for mathematically talented students.
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