Exploring Teachers' Process of Change in Incorporating Problem Solving into the Mathematics Classroom

Simple item page
dc.contributor.advisorSturtevant, Elizabeth G.
dc.contributor.authorRutherford, Vanessa
dc.creatorRutherford, Vanessa
dc.date.accessioned2013-03-21T14:57:11Z
dc.date.available2013-03-21T14:57:11Z
dc.date.issued2012
dc.description.abstractThis study explores how a problem-solving based professional learning community (PLC) affects the beliefs, knowledge, and instructional practices of two sixth-grade mathematics teachers. An interview and two observations were conducted prior to beginning the year-long PLC in order to gather information about the participants' beliefs, knowledge, and instructional practices. Five PLC meetings were held throughout the year focused on implementing problem-solving activities into the classroom as a means to create a mathematics learning environment more aligned with the Standards (NCTM, 2000). Three observations of each participant were made while they incorporated a problem-solving activity into their classroom. Finally, a post interview and observation were conducted at the end of the year to again gather information on the participants' beliefs, knowledge, and instructional practices. Results indicate that the year-long problem-solving based PLC was effective in moving the participants' beliefs, knowledge, and instructional practices towards a more reform-based vision of school mathematics. The similarities and differences between the changes that both participants went through as well as factors that may have influenced them are also discussed.
dc.format.extent235 pages
dc.identifier.urihttps://hdl.handle.net/1920/8054
dc.language.isoen
dc.rightsCopyright 2012 Vanessa Rutherford
dc.subjectMathematics education
dc.subjectTeacher education
dc.subjectElementary Education
dc.subjectMathematics
dc.subjectProblem Solving
dc.subjectProfessional Learning Community
dc.subjectTeacher Beliefs
dc.subjectTeacher Change
dc.titleExploring Teachers' Process of Change in Incorporating Problem Solving into the Mathematics Classroom
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Rutherford_gmu_0883E_10176.pdf
Size:
1.15 MB
Format:
Adobe Portable Document Format
Download

Collections

College of Education and Human Development