東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Exploring Elementary Teachers' Facilitation of Discussion in Developing Students' Mathematical Agency.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Elementary Teachers' Facilitation of Discussion in Developing Students' Mathematical Agency./
作者:	Batista, Lisa Nguyen.
面頁冊數:	1 online resource (255 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29160857click for full text (PQDT)
ISBN:	9798426817630

Exploring Elementary Teachers' Facilitation of Discussion in Developing Students' Mathematical Agency.
Batista, Lisa Nguyen.

Exploring Elementary Teachers' Facilitation of Discussion in Developing Students' Mathematical Agency. - 1 online resource (255 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Boston University, 2022.

Includes bibliographical references

There are few descriptions of what teachers do to facilitate discussions that support students' development of mathematical agency. Likewise, little is known about how elementary students conceptualize their own agency. This study explored how teachers' facilitation of mathematical discussions potentially fostered students' mathematical agency. Additionally, this study investigated ways in which students conceptualized their own mathematical agency within these classrooms. This study was situated in an urban school with a linguistically, academically, and ethnically diverse student population. The sample consisted of two upper elementary school teachers and their pupils (n = 40). Data, collected during the 2018-19 school year, included 12 observations of mathematics lessons, 4 interviews with the teacher participants, and teacher questionnaires. Student data were collected using the Student Agency Questionnaire (SAQ) and group interviews. Mathematics lessons were videotaped, transcribed, and coded to discern ways in which teacher participants facilitated mathematical discussions. Two case studies focused on participants' classroom discussion practices were created. Themes that emerged from the case studies were that teacher participants fostered students' mathematical agency through their facilitation of discussions by 1) creating a positive learning community; 2) supporting students' willingness to publicly engage in mathematical discussions; and 3) sharing the power of teaching and learning. Analysis of the Student Agency Questionnaire (SAQ) data indicated that students in both teacher participant classrooms reported behaviors associated with mathematical agency. Observations and group interview data supported the SAQ results that students in both classrooms displayed mathematical agency. Student group interview data analysis showed that students who considered themselves doers of mathematics exhibited the following characteristics: habits of perseverance, a confident attitude about doing mathematics, and a willingness to actively engage with mathematics. This study provides evidence that teachers' facilitation moves have the power to maintain and extend students' mathematical agency. This study will contribute to the little empirical research available on supporting students' mathematical agency in elementary classrooms. Further research should continue to investigate in a larger array of classrooms at varying levels (elementary, middle and high school).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798426817630Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

AgencyIndex Terms--Genre/Form:

542853
Electronic books.

Exploring Elementary Teachers' Facilitation of Discussion in Developing Students' Mathematical Agency.
LDR:03892nmm a2200397K 4500 001 2361675
005 20231027101252.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798426817630
035 $a (MiAaPQ)AAI29160857
035 $a AAI29160857
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Batista, Lisa Nguyen. $3 3702362
245 1 0 $a Exploring Elementary Teachers' Facilitation of Discussion in Developing Students' Mathematical Agency.
264 0 $c 2022
300 $a 1 online resource (255 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Chapin, Suzanne H.
502 $a Thesis (Ed.D.)--Boston University, 2022.
504 $a Includes bibliographical references
520 $a There are few descriptions of what teachers do to facilitate discussions that support students' development of mathematical agency. Likewise, little is known about how elementary students conceptualize their own agency. This study explored how teachers' facilitation of mathematical discussions potentially fostered students' mathematical agency. Additionally, this study investigated ways in which students conceptualized their own mathematical agency within these classrooms. This study was situated in an urban school with a linguistically, academically, and ethnically diverse student population. The sample consisted of two upper elementary school teachers and their pupils (n = 40). Data, collected during the 2018-19 school year, included 12 observations of mathematics lessons, 4 interviews with the teacher participants, and teacher questionnaires. Student data were collected using the Student Agency Questionnaire (SAQ) and group interviews. Mathematics lessons were videotaped, transcribed, and coded to discern ways in which teacher participants facilitated mathematical discussions. Two case studies focused on participants' classroom discussion practices were created. Themes that emerged from the case studies were that teacher participants fostered students' mathematical agency through their facilitation of discussions by 1) creating a positive learning community; 2) supporting students' willingness to publicly engage in mathematical discussions; and 3) sharing the power of teaching and learning. Analysis of the Student Agency Questionnaire (SAQ) data indicated that students in both teacher participant classrooms reported behaviors associated with mathematical agency. Observations and group interview data supported the SAQ results that students in both classrooms displayed mathematical agency. Student group interview data analysis showed that students who considered themselves doers of mathematics exhibited the following characteristics: habits of perseverance, a confident attitude about doing mathematics, and a willingness to actively engage with mathematics. This study provides evidence that teachers' facilitation moves have the power to maintain and extend students' mathematical agency. This study will contribute to the little empirical research available on supporting students' mathematical agency in elementary classrooms. Further research should continue to investigate in a larger array of classrooms at varying levels (elementary, middle and high school).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
653 $a Agency
653 $a Discourse
653 $a Discussion
653 $a Facilitation
653 $a Mathematical agency
653 $a Mathematical identity
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0280
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Boston University. $b Education SED. $3 3281701
773 0 $t Dissertations Abstracts International $g 83-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29160857 $z click for full text (PQDT)