DEVELOPING RICH TASKS: INFLUENCE ON PLANNING AND IMPLEMENTING MATHEMATICS INSTRUCTION

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dc.contributor.advisorHjalmarson, Margret A.
dc.contributor.authorBailey, Pamela Rae
dc.creatorBailey, Pamela Rae
dc.date.accessioned2013-08-09T15:36:31Z
dc.date.available2013-08-09T15:36:31Z
dc.date.issued2013
dc.description.abstractTeachers 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.
dc.format.extent220 pages
dc.identifier.urihttps://hdl.handle.net/1920/8190
dc.language.isoen
dc.rightsCopyright 2013 Pamela Rae Bailey
dc.subjectMathematics education
dc.subjectSecondary education
dc.subjectBig Ideas
dc.subjectLesson Study
dc.subjectMathematics Specialists
dc.subjectProfessional Development
dc.subjectRich Tasks
dc.titleDEVELOPING RICH TASKS: INFLUENCE ON PLANNING AND IMPLEMENTING MATHEMATICS INSTRUCTION
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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