Use of Strategy Maps and Virtual Coaching: A Case Study of a Teacher's Development of Connections in Middle Grades Mathematics

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dc.contributor.advisorSuh, Jennifer
dc.contributor.authorWills, Theresa Elvira
dc.creatorWills, Theresa Elvira
dc.date.accessioned2015-07-29T18:41:03Z
dc.date.available2015-07-29T18:41:03Z
dc.date.issued2015
dc.description.abstractThe implementation of math-talk appears simple and eloquent when facilitated by a skilled teacher, but daunting to those who try to implement it with little or no background on the behind the scenes practices. With the introduction of the Common Core State Standards, and the increased recommendation for mathematical discourse by the National Council of Teachers of Mathematics, teachers and administrators are feeling the need to teach mathematics differently. While previous research has identified specific practices that break down math-talk into manageable routines, it does not adequately address the practice of making connections. This dissertation addresses the need for math-talk by providing ongoing math coaching that utilizes a visual tool for teachers called a strategy map, which targets the skill of making connections. Further, it will answer the following research questions: 1) In what ways do strategy maps support the teacher in making connections during the math-talk? (a) Given diverse student methods, how do strategy maps support teachers in making connections between students' work? (b) What connections between students' work emerge during the math-talk? (c) In what ways do the strategy maps and the math-talk develop together throughout a semester? 2) In what ways does virtual math coaching support the teacher in utilizing strategy maps as a tool to increase the level of math-talk? This case study took place over one semester, and analyzed the way that one mathematics teacher used strategy maps while implementing math-talk in her classroom.
dc.format.extent211 pages
dc.identifier.urihttps://hdl.handle.net/1920/9671
dc.language.isoen
dc.rightsCopyright 2015 Theresa Elvira Wills
dc.subjectEducation
dc.subjectEducational leadership
dc.subjectMathematics education
dc.subjectCoaching
dc.subjectConnections
dc.subjectDiscourse
dc.subjectEducation
dc.subjectMathematics
dc.subjectMath-talk
dc.titleUse of Strategy Maps and Virtual Coaching: A Case Study of a Teacher's Development of Connections in Middle Grades Mathematics
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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