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Teachers' inquiry -based mathematics...

Bussinger-Stone, Jamalee.

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Teachers' inquiry -based mathematics implementation in Rapid City Area schools: Effects on attitude and achievement within American Indian elementary students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' inquiry -based mathematics implementation in Rapid City Area schools: Effects on attitude and achievement within American Indian elementary students./
作者:	Bussinger-Stone, Jamalee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2009,
面頁冊數:	148 p.
附註:	Source: Dissertations Abstracts International, Volume: 70-12, Section: A.
Contained By:	Dissertations Abstracts International70-12A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3352848
ISBN:	9781109111620

Teachers' inquiry -based mathematics implementation in Rapid City Area schools: Effects on attitude and achievement within American Indian elementary students.
Bussinger-Stone, Jamalee.

Teachers' inquiry -based mathematics implementation in Rapid City Area schools: Effects on attitude and achievement within American Indian elementary students. - Ann Arbor : ProQuest Dissertations & Theses, 2009 - 148 p.

Source: Dissertations Abstracts International, Volume: 70-12, Section: A.

Thesis (Ed.D.)--The University of Nebraska - Lincoln, 2009.

This item must not be sold to any third party vendors.

Project PRIME (Promoting Reflective Inquiry in Mathematics Education), was funded by the National Science Foundation in October 2002. Implementation subsequently began in 2003 and focused upon K-12 mathematics education within Rapid City, South Dakota Area Schools (RCAS). One goal of the project has been to reduce the achievement gap between Native American and non-native students enrolled in RCAS. At the elementary level, this gap reduction was to be achieved through promoting broader use of inquiry-based mathematics, strategies that have been shown elsewhere to help struggling math students in general (Baxter, Woodward, & Olsen, 2001; Franke, Carpenter, Levi, & Fennema, 2001; Kazemi & Franke, 2004) and Native American students in particular (Demmert, 2001; Hankes, 1998; Nelson-Barber & Estrin, 1995). This ethnography of education policy implementation (Hamann, 2003; Levinson & Sutton, 2001; Muncey & McQuillin, 1996) focused on whether through Project PRIME, inquiry-based mathematics strategies were consistently implemented in the three K-5 elementary schools with a significant Native American student population in RCAS and only then considers whether Project PRIME and RCAS can be used to extend or challenge the existing understanding that inquiry-based mathematics might be particularly advantageous to Native American students. This study examined 5th grade classrooms during the 2008-2009 year as these students have been the target of Project PRIME the longest; the vast majority of 5th grade RCAS students should have been involved with inquiry-based mathematics for most of their elementary years (if intended implementation was enacted). Implementation at the three high-Native American enrollment schools was then compared with a fourth elementary school that had a lower Native American student population but was considered an exemplar of inquiry-based mathematics by RCAS and Project PRIME leadership.

ISBN: 9781109111620Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Achievement

Teachers' inquiry -based mathematics implementation in Rapid City Area schools: Effects on attitude and achievement within American Indian elementary students.
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