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The mathematical reasoning of teache...

Perkinson, David B.

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The mathematical reasoning of teachers during the design and delivery of instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The mathematical reasoning of teachers during the design and delivery of instruction./
Author:	Perkinson, David B.
Description:	530 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3715555
ISBN:	9781321937893

The mathematical reasoning of teachers during the design and delivery of instruction.
Perkinson, David B.

The mathematical reasoning of teachers during the design and delivery of instruction. - 530 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2015.

Much attention in recent years has been given to the nature of the mathematical knowledge of teachers. Teaching in ways that foster rich, connected student understandings of mathematics places multifaceted demands on the mathematical knowledge of teachers. A meaningful articulation of the nature of the mathematical knowledge needed for teaching can support the work of researchers, professional developers, and teacher educators. This study sought to add to the existing understandings of the mathematics education community by focusing on the use of mathematical knowledge and reasoning by teachers during the design and delivery of instruction. The study centered on the classroom practice of four secondary mathematics teachers and their responses during stimulated recall interviews. The stimulated recall interviews centered on the video recordings of the three or four observed classes of each participant and afforded the researcher the opportunity to explore the teachers' uses of the mathematical knowledge and reasoning in the design of instruction as well as the in-the-moment decision-making during the delivery of instruction. The analysis of data suggested something more than the accumulated, mathematical knowledge of the teacher was used during the design and delivery of instruction. The hypothesized construct of pedagogical content reasoning captured the unique, dual nature of this mathematical reasoning as teachers sought to make instructional moves while maintaining a triune focus on the mathematics of the learning goal(s), the mathematics of the students, and the mathematical path from one to the other.

ISBN: 9781321937893Subjects--Topical Terms:

641129
Mathematics education.

The mathematical reasoning of teachers during the design and delivery of instruction.
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245 1 4 $a The mathematical reasoning of teachers during the design and delivery of instruction.
300 $a 530 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: M. Kathleen Heid.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2015.
520 $a Much attention in recent years has been given to the nature of the mathematical knowledge of teachers. Teaching in ways that foster rich, connected student understandings of mathematics places multifaceted demands on the mathematical knowledge of teachers. A meaningful articulation of the nature of the mathematical knowledge needed for teaching can support the work of researchers, professional developers, and teacher educators. This study sought to add to the existing understandings of the mathematics education community by focusing on the use of mathematical knowledge and reasoning by teachers during the design and delivery of instruction. The study centered on the classroom practice of four secondary mathematics teachers and their responses during stimulated recall interviews. The stimulated recall interviews centered on the video recordings of the three or four observed classes of each participant and afforded the researcher the opportunity to explore the teachers' uses of the mathematical knowledge and reasoning in the design of instruction as well as the in-the-moment decision-making during the delivery of instruction. The analysis of data suggested something more than the accumulated, mathematical knowledge of the teacher was used during the design and delivery of instruction. The hypothesized construct of pedagogical content reasoning captured the unique, dual nature of this mathematical reasoning as teachers sought to make instructional moves while maintaining a triune focus on the mathematics of the learning goal(s), the mathematics of the students, and the mathematical path from one to the other.
590 $a School code: 0176.
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710 2 $a The Pennsylvania State University. $b Curriculum and Instruction. $3 2097792
773 0 $t Dissertation Abstracts International $g 76-12A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3715555