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A Case Study of Novice Teachers' Mathematics Problem Solving Beliefs and Perceptions

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dc.contributor.advisor Hjalmarson, Margret A.
dc.contributor.author Baker, Courtney Katharine
dc.creator Baker, Courtney Katharine en_US
dc.date.accessioned 2014-09-18T01:53:58Z
dc.date.available 2014-09-18T01:53:58Z
dc.date.issued 2014-05 en_US
dc.identifier.uri https://hdl.handle.net/1920/8869
dc.description.abstract The problem solving standards of the Common Core State Standards for Mathematics (CCSSM) (NGACBP & CCSSO, 2010) and the National Council of Teachers of Mathematics (NCTM) (2000) are at times foreign to pre-service teachers who previously experienced algorithm-emphasized instruction. Once in their own classrooms, these individuals face an ongoing struggle between implementing what they have learned and resorting to their past experiences. The purpose of this study was to explore the problem solving beliefs and perceptions of two novice teachers, Elizabeth and Kerri, in a TFA cohort. A descriptive case study approach is used to identify the influences of academic and personal backgrounds, the elementary mathematics methods course, and the CCSSM on their beliefs and perceptions of problem solving. Findings indicate that previous experiences shaped many of Elizabeth and Kerri's problem solving beliefs and perceptions. However, the way each interpreted the CCSSM greatly influenced the manner in which they perceived their ability to incorporate problem solving into their instruction. Additionally, the use of purposeful planning of the standards of mathematical practice (NGACBP & CCSSO, 2010) influenced the perceived success of teaching elementary mathematics through problem solving. In light of these findings, implications include the need to align the content of elementary mathematics methods courses with professional development opportunities offered for in-service teachers.
dc.format.extent 180 pages en_US
dc.language.iso en en_US
dc.rights Copyright 2014 Courtney Katharine Baker en_US
dc.subject Mathematics education en_US
dc.subject Teacher education en_US
dc.subject beliefs en_US
dc.subject Common Core State Standards of Mathematics en_US
dc.subject mathematics education en_US
dc.subject novice teachers en_US
dc.subject problem solving en_US
dc.subject teacher education en_US
dc.title A Case Study of Novice Teachers' Mathematics Problem Solving Beliefs and Perceptions 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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