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Examining the effects of a community...

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Examining the effects of a community college mathematics teacher and curriculum reformation program: An application of action research and conceptual change.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the effects of a community college mathematics teacher and curriculum reformation program: An application of action research and conceptual change./
作者:	Lake, Marsha Mann.
面頁冊數:	412 p.
附註:	Adviser: Michael A. Gallo.
Contained By:	Dissertation Abstracts International69-02A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3303038
ISBN:	9780549491637

Examining the effects of a community college mathematics teacher and curriculum reformation program: An application of action research and conceptual change.
Lake, Marsha Mann.

Examining the effects of a community college mathematics teacher and curriculum reformation program: An application of action research and conceptual change. - 412 p.

Adviser: Michael A. Gallo.

Thesis (Ph.D.)--Florida Institute of Technology, 2008.

The purpose of this study was to assess the effect of a 3-stage community college mathematics teacher conceptual change program on student achievement in and attitudes toward mathematics. Stage 1 was a 5-week, 30-hour conceptual change inservice workshop on contemporary learning theory and how students learn mathematics that was conducted during the Fall 2006 semester. Stage 2 was implemented as a practical action research design in which three Stage 1 participants systematically implemented various theory-based instructional and assessment strategies and reflected on their experiences. Stage 3 was a retrospective study that assessed the impact of the overall project. The Stage 3 sample consisted of 184 students enrolled in 11 college algebra classes taught during Spring 2007. These classes were partitioned into three groups based on their teachers' participation in the first two stages, treatment (teachers who completed both stages; 4 classes, n = 77), modified control group (teachers who completed only the second stage; 2 classes, n = 33), and control (teachers who completed neither stage; 5 classes, n = 74). All student groups were equivalent in age, gender, learning style, work status, math history, and attitudes toward math. All teachers were similar in number of years teaching and self-efficacy.

ISBN: 9780549491637Subjects--Topical Terms:

1018008
Education, Community College.

Examining the effects of a community college mathematics teacher and curriculum reformation program: An application of action research and conceptual change.
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245 1 0 $a Examining the effects of a community college mathematics teacher and curriculum reformation program: An application of action research and conceptual change.
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520 $a The purpose of this study was to assess the effect of a 3-stage community college mathematics teacher conceptual change program on student achievement in and attitudes toward mathematics. Stage 1 was a 5-week, 30-hour conceptual change inservice workshop on contemporary learning theory and how students learn mathematics that was conducted during the Fall 2006 semester. Stage 2 was implemented as a practical action research design in which three Stage 1 participants systematically implemented various theory-based instructional and assessment strategies and reflected on their experiences. Stage 3 was a retrospective study that assessed the impact of the overall project. The Stage 3 sample consisted of 184 students enrolled in 11 college algebra classes taught during Spring 2007. These classes were partitioned into three groups based on their teachers' participation in the first two stages, treatment (teachers who completed both stages; 4 classes, n = 77), modified control group (teachers who completed only the second stage; 2 classes, n = 33), and control (teachers who completed neither stage; 5 classes, n = 74). All student groups were equivalent in age, gender, learning style, work status, math history, and attitudes toward math. All teachers were similar in number of years teaching and self-efficacy.
520 $a Results from Stage 1 indicated that participants used lectures and assessed at the two lower levels of Bloom's taxonomy. They also reported experiencing cognitive dissonance from their participation and felt invigorated by the inservice. Results from Stage 2 indicated that time, students' prior math knowledge, and reading skills were the greatest barriers to implementing research-based instructional and assessment approaches. The strategies participants found most successful were making their thinking processes visible, using context with concrete examples to develop abstract concepts, and promoting students' metacognition. Results from Stage 3 found that the control group had significantly higher achievement than that of the other groups, students' prerequisite knowledge was a significant predictor for achievement, and prerequisite knowledge and student gender were significant predictors for attitudes. Findings suggest the inservice was welcomed and facilitated cognitive dissonance, and that the inservice action research pairing was effective for promoting conceptual change in teachers.
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