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Implementing Constructivist Mathemat...

Hill, Theresa L.

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Implementing Constructivist Mathematics Methods in the Elementary Classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Implementing Constructivist Mathematics Methods in the Elementary Classroom./
Author:	Hill, Theresa L.
Description:	221 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.
Contained By:	Dissertation Abstracts International73-07A(E).
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3499656
ISBN:	9781267243737

Implementing Constructivist Mathematics Methods in the Elementary Classroom.
Hill, Theresa L.

Implementing Constructivist Mathematics Methods in the Elementary Classroom. - 221 p.

Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.

Thesis (Ed.D.)--Walden University, 2012.

Elementary classroom teachers largely learned math from traditional textbooks which emphasized computation, whole group lessons, repeated practice, and rote memorization of algorithms, rules, and formulas. However, recent policy changes that align with Piaget's theory of constructivism support a paradigmatic shift in which students actively seek understanding of concepts and mathematical knowledge. The question of how to identify and implement concept building learning practices during a daily supplemental math segment needed to be addressed. Eight elementary teachers participated in a qualitative phenomenological project study to examine perceptions of and barriers to implementing constructivist math instructional practices. Data analysis consisted of typological analysis and categorization using a constant comparative approach of classroom observations and individual teacher interviews to develop generalized findings based on seven codes. Additionally, document analysis categorized activities as constructivist or traditional. Findings showed that classroom teachers would benefit from a curriculum pacing guide that identifies differentiated resources to engage students in meaningful discussions about math principles and connections. Furthermore, teachers believed peer coaching would help them visualize how to balance constructivist textbook lessons with appropriate differentiated activities that ensure student mastery of state standards for high accountability assessments. The social implications of transitioning to instructional practices that foster student investigation, problem solving, and discussion of math strategies may promote improved learning outcomes through better understanding and retention of mathematical concepts and operations.

ISBN: 9781267243737Subjects--Topical Terms:

516171
Education, Elementary.

Implementing Constructivist Mathematics Methods in the Elementary Classroom.
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020 $a 9781267243737
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100 1 $a Hill, Theresa L. $3 2098388
245 1 0 $a Implementing Constructivist Mathematics Methods in the Elementary Classroom.
300 $a 221 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.
500 $a Adviser: Jeanette Edlow.
502 $a Thesis (Ed.D.)--Walden University, 2012.
520 $a Elementary classroom teachers largely learned math from traditional textbooks which emphasized computation, whole group lessons, repeated practice, and rote memorization of algorithms, rules, and formulas. However, recent policy changes that align with Piaget's theory of constructivism support a paradigmatic shift in which students actively seek understanding of concepts and mathematical knowledge. The question of how to identify and implement concept building learning practices during a daily supplemental math segment needed to be addressed. Eight elementary teachers participated in a qualitative phenomenological project study to examine perceptions of and barriers to implementing constructivist math instructional practices. Data analysis consisted of typological analysis and categorization using a constant comparative approach of classroom observations and individual teacher interviews to develop generalized findings based on seven codes. Additionally, document analysis categorized activities as constructivist or traditional. Findings showed that classroom teachers would benefit from a curriculum pacing guide that identifies differentiated resources to engage students in meaningful discussions about math principles and connections. Furthermore, teachers believed peer coaching would help them visualize how to balance constructivist textbook lessons with appropriate differentiated activities that ensure student mastery of state standards for high accountability assessments. The social implications of transitioning to instructional practices that foster student investigation, problem solving, and discussion of math strategies may promote improved learning outcomes through better understanding and retention of mathematical concepts and operations.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3499656