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An analysis of pedagogical moves for...

Cipriani, Phyllis J.

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An analysis of pedagogical moves for facilitating the development of in-service middle-school mathematics teachers' recognition of reasoning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An analysis of pedagogical moves for facilitating the development of in-service middle-school mathematics teachers' recognition of reasoning./
作者:	Cipriani, Phyllis J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	1003 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10584668
ISBN:	9781369634389

An analysis of pedagogical moves for facilitating the development of in-service middle-school mathematics teachers' recognition of reasoning.
Cipriani, Phyllis J.

An analysis of pedagogical moves for facilitating the development of in-service middle-school mathematics teachers' recognition of reasoning. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 1003 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Rutgers The State University of New Jersey - New Brunswick, 2017.

A constructivist approach for teaching and learning mathematics was the foundation for a longitudinal study at Rutgers University in 1987 (Maher, 2011). One of the objectives of the longitudinal study was to provide an environment where students solve problems in collaborative groups (Maher, 2011). Videos from the longitudinal study are stored in the Video Mosaic Collaborative Repository and are resources to use for professional development programs to gain insight in recognizing students' reasoning (Maher et al., 2010).

ISBN: 9781369634389Subjects--Topical Terms:

641129
Mathematics education.

An analysis of pedagogical moves for facilitating the development of in-service middle-school mathematics teachers' recognition of reasoning.
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520 $a A qualitative case study was used to examine the effect of a semester-long course entitled Topics in Mathematics Education: A Lesson Study on Reasoning with ten in-service middle-school mathematics teachers from five districts in the southern region of New Jersey during fall 2013. Findings from this study revealed that (1) teachers' expectations of students' abilities increased, particularly with special education students; (2) teachers showed evidence of growth in their abilities to use non-leading questioning and pedagogical practices; and (3) teachers recognized that attending to students' reasoning is a gradual and continual process. Implications of the study and future research recommendations include comparing the results of the other cohorts.
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