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DEVELOPING RICH TASKS: INFLUENCE ON PLANNING AND IMPLEMENTING MATHEMATICS INSTRUCTION

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dc.contributor.advisor Hjalmarson, Margret A.
dc.contributor.author Bailey, Pamela Rae en_US
dc.creator Bailey, Pamela Rae en_US
dc.date.accessioned 2013-08-09T15:36:31Z
dc.date.available 2013-08-09T15:36:31Z
dc.date.issued 2013 en_US
dc.identifier.uri http://hdl.handle.net/1920/8190
dc.description.abstract Teachers are continually confronted with meeting the needs of all students and preparing them to be successful on state end-of-course assessments while changing or evolving to be more of a facilitator of student-centered. Lessons are to be relevant for the students, engaging them so they are active participants in their learning. However, many teachers have never experienced rich tasks or observed a classroom where this approach is customary. The purpose of this study is to discover if activities during a professional development on rich task creation will influence the Algebra I teacher team's planning of instruction and facilitating lessons. en_US
dc.format.extent 220 pages en_US
dc.language.iso en en_US
dc.rights Copyright 2013 Pamela Rae Bailey en_US
dc.subject Mathematics education en_US
dc.subject Secondary education en_US
dc.subject Big Ideas en_US
dc.subject Lesson Study en_US
dc.subject Mathematics Specialists en_US
dc.subject Professional Development en_US
dc.subject Rich Tasks en_US
dc.title DEVELOPING RICH TASKS: INFLUENCE ON PLANNING AND IMPLEMENTING MATHEMATICS INSTRUCTION en_US
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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