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

Teacher Challenges in Implementing C...

Monarrez, Angelica Monarrez.

Linked to FindBook

Google Book

Amazon

博客來

Teacher Challenges in Implementing Cognitively Demanding Tasks in the Mathematics and Science Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Challenges in Implementing Cognitively Demanding Tasks in the Mathematics and Science Classrooms./
Author:	Monarrez, Angelica Monarrez.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10278789
ISBN:	9780355032376

Teacher Challenges in Implementing Cognitively Demanding Tasks in the Mathematics and Science Classrooms.
Monarrez, Angelica Monarrez.

Teacher Challenges in Implementing Cognitively Demanding Tasks in the Mathematics and Science Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 173 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--The University of Texas at El Paso, 2017.

This mixed methods study examines secondary school mathematics and science teachers' understanding of cognitive demand and the challenges in implementing tasks at different levels of cognitive demand. The conceptual framework for this study is grounded on the conception of cognitive demand proposed by Stein, Smith, Henningsen, and Silver (2000), which includes the following levels: memorization (level 1), procedures without connections (level 2), procedures with connections (level 3), and doing mathematics and science (level 4). The study attempts to address the following research questions: 1) To what extent are secondary mathematics and science teachers able to recognize, solve and construct tasks at different levels of cognitive demand? 2) Are there relationships among teachers' ability to recognize, solve, construct, and implement tasks at different levels of cognitive demand? and 3) What are secondary mathematics and science teachers' challenges in recognizing, solving, constructing, and implementing cognitively demanding tasks (CDTs)? CDTs are considered tasks at level 3 and 4. We used a cognitive demand survey to test teachers' (N=58) ability to recognize, solve, and construct tasks at different levels of cognitive demand. We employed semi-structured interviews and classroom observations to examine a subset of teachers' (n=13) challenges in implementing cognitively demanding tasks in mathematics and science classrooms. Correlation and inferential methods were used to analyze data in response to quantitative research questions whereas meaning coding technique was employed to analyze qualitative data. Main results suggest that teachers had challenges distinguishing between the levels of cognitive demand related to procedures with and without connections. Teachers also had challenges solving tasks at the highest levels of cognitive demand and constructing tasks at the levels of procedures with connections. From the correlation analysis, we found statistically significant associations between recognizing a task at level 2 with recognizing a task at level 3 as well as between recognizing a task at level 3 with recognizing a task at level 4. Analysis of the teachers' interviews revealed challenges related to students' knowledge, teachers' knowledge, and external factors. The reported teachers' challenges may result in declining the cognitive demand level into procedures without connections. Implications for professional development are also discussed.

ISBN: 9780355032376Subjects--Topical Terms:

641129
Mathematics education.

Teacher Challenges in Implementing Cognitively Demanding Tasks in the Mathematics and Science Classrooms.
LDR:03449nmm a2200289 4500 001 2127706
005 20180105074618.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9780355032376
035 $a (MiAaPQ)AAI10278789
035 $a AAI10278789
040 $a MiAaPQ $c MiAaPQ
100 1 $a Monarrez, Angelica Monarrez. $3 3289874
245 1 0 $a Teacher Challenges in Implementing Cognitively Demanding Tasks in the Mathematics and Science Classrooms.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Mourat Tchoshanov.
502 $a Thesis (Ph.D.)--The University of Texas at El Paso, 2017.
520 $a This mixed methods study examines secondary school mathematics and science teachers' understanding of cognitive demand and the challenges in implementing tasks at different levels of cognitive demand. The conceptual framework for this study is grounded on the conception of cognitive demand proposed by Stein, Smith, Henningsen, and Silver (2000), which includes the following levels: memorization (level 1), procedures without connections (level 2), procedures with connections (level 3), and doing mathematics and science (level 4). The study attempts to address the following research questions: 1) To what extent are secondary mathematics and science teachers able to recognize, solve and construct tasks at different levels of cognitive demand? 2) Are there relationships among teachers' ability to recognize, solve, construct, and implement tasks at different levels of cognitive demand? and 3) What are secondary mathematics and science teachers' challenges in recognizing, solving, constructing, and implementing cognitively demanding tasks (CDTs)? CDTs are considered tasks at level 3 and 4. We used a cognitive demand survey to test teachers' (N=58) ability to recognize, solve, and construct tasks at different levels of cognitive demand. We employed semi-structured interviews and classroom observations to examine a subset of teachers' (n=13) challenges in implementing cognitively demanding tasks in mathematics and science classrooms. Correlation and inferential methods were used to analyze data in response to quantitative research questions whereas meaning coding technique was employed to analyze qualitative data. Main results suggest that teachers had challenges distinguishing between the levels of cognitive demand related to procedures with and without connections. Teachers also had challenges solving tasks at the highest levels of cognitive demand and constructing tasks at the levels of procedures with connections. From the correlation analysis, we found statistically significant associations between recognizing a task at level 2 with recognizing a task at level 3 as well as between recognizing a task at level 3 with recognizing a task at level 4. Analysis of the teachers' interviews revealed challenges related to students' knowledge, teachers' knowledge, and external factors. The reported teachers' challenges may result in declining the cognitive demand level into procedures without connections. Implications for professional development are also discussed.
590 $a School code: 0459.
650 4 $a Mathematics education. $3 641129
650 4 $a Teacher education. $3 3172312
690 $a 0280
690 $a 0530
710 2 $a The University of Texas at El Paso. $b Teaching , Learning and Culture. $3 3183832
773 0 $t Dissertation Abstracts International $g 78-11A(E).
790 $a 0459
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10278789