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Changes in Elementary Mathematics Teachers' Understanding of Cognitive Demand: When Adapting, Creating, and Using Mathematical Performance Tasks

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dc.contributor.advisor Hjalmarson, Margret A.
dc.contributor.author Jamieson, Thad Spencer
dc.creator Jamieson, Thad Spencer
dc.date.accessioned 2016-04-19T19:26:37Z
dc.date.available 2016-04-19T19:26:37Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/1920/10155
dc.description.abstract The use of mathematics performance tasks can provide a window into how a student is applying mathematics to various situations, how they are reasoning mathematically and how they are applying conceptual knowledge through problem solving and critical thinking. The purpose of this study was to investigate, according to the elementary mathematics teacher leaders (EMTLs), the processes that support or hinder their understanding of high cognitive demand as they adapt, create, and implement mathematical performance tasks connected to a summer curriculum project. This study explores the following questions: (a) How do elementary mathematics teacher leaders define their understanding of a high cognitive demand mathematical performance task before and after participating in professional development? (b) How do elementary mathematics teacher leaders interpret high cognitive demand mathematics performance task when adapting and creating tasks? (c) How do elementary mathematics teacher leaders’ understandings of high cognitive demand mathematics performance task change after their students solve mathematics performance task? The analysis of the data from this study was attained from three surveys, EMTLs’ evaluations of two mathematical tasks, observations and audio recordings of the EMTLs’ vetting sessions, and through their reflections and interviews after implementation of the tasks with students. Analysis of the data indicated that the EMTLs understanding of high cognitive demand mathematics performance task changed in regards to adapting, creating, and implementing the performance tasks. Implications for this study include the need for continued research around the content knowledge for teaching mathematics for mathematics teacher leaders, leading professional development, task creation, and school districts.
dc.format.extent 159 pages
dc.language.iso en
dc.rights Copyright 2015 Thad Spencer Jamieson
dc.subject Mathematics education
dc.subject Cognitive demand
dc.subject Mathematics
dc.subject Performance tasks
dc.subject Teacher leadership
dc.title Changes in Elementary Mathematics Teachers' Understanding of Cognitive Demand: When Adapting, Creating, and Using Mathematical Performance Tasks
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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