東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Planning and enacting mathematical t...

Georgius, Kelly.

Linked to FindBook

Google Book

Amazon

博客來

Planning and enacting mathematical tasks of high cognitive demand in the primary classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Planning and enacting mathematical tasks of high cognitive demand in the primary classroom./
Author:	Georgius, Kelly.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
Description:	193 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3618592
ISBN:	9781303869952

Planning and enacting mathematical tasks of high cognitive demand in the primary classroom.
Georgius, Kelly.

Planning and enacting mathematical tasks of high cognitive demand in the primary classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 193 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2013.

This study offers an examination of two primary-grades teachers as they learn to transfer knowledge from professional development into their classrooms. I engaged in planning sessions with each teacher to help plan tasks of high cognitive demand, including anticipating and planning for classroom discourse that would occur around the task. A detailed description of the planning and teaching that took place during the study provides information about how a teacher can learn and what a teacher learns to consider in order to plan and implement meaningful mathematical lessons.

ISBN: 9781303869952Subjects--Topical Terms:

641129
Mathematics education.

Planning and enacting mathematical tasks of high cognitive demand in the primary classroom.
LDR:02665nmm a2200325 4500 001 2125653
005 20171113102615.5
008 180830s2013 ||||||||||||||||| ||eng d
020 $a 9781303869952
035 $a (MiAaPQ)AAI3618592
035 $a AAI3618592
040 $a MiAaPQ $c MiAaPQ
100 1 $a Georgius, Kelly. $3 3287734
245 1 0 $a Planning and enacting mathematical tasks of high cognitive demand in the primary classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 193 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Ruth M. Heaton.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2013.
520 $a This study offers an examination of two primary-grades teachers as they learn to transfer knowledge from professional development into their classrooms. I engaged in planning sessions with each teacher to help plan tasks of high cognitive demand, including anticipating and planning for classroom discourse that would occur around the task. A detailed description of the planning and teaching that took place during the study provides information about how a teacher can learn and what a teacher learns to consider in order to plan and implement meaningful mathematical lessons.
520 $a This design experiment describes the work of two teachers who participated in Primarily Math, a professional development program funded by the National Science Foundation. The overarching questions studied were about the transfer of knowledge from professional development to classroom practice and how teachers plan and implement tasks of high cognitive demand. Within the study, I examined the role of the curriculum and the understanding of student conceptions of mathematics in planning and teaching. As well as how a researcher can support teachers through the planning and task implementation.
520 $a The author found that weak mathematical knowledge for teaching can be overcome by learning to deeply understand students. Additionally, the intentional use of talk moves can help teachers improve classroom discourse, sustain press for justification and minimize the routinizing of math problems. The author also suggests guidelines for planning tasks of high cognitive demand and questions that teachers can use to reflect upon and learn from their implementation of tasks of high cognitive demand.
590 $a School code: 0138.
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
650 4 $a Instructional design. $3 3172279
690 $a 0280
690 $a 0524
690 $a 0447
710 2 $a The University of Nebraska - Lincoln. $b Educational Studies. $3 1020901
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0138
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3618592