EXAMINING SECONDARY MATHEMATICS TEACHER CANDIDATES’ LEARNING AND ENACTMENT OF MATHEMATICS TEACHING PRACTICES: A MULTIPLE CASE STUDY

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dc.contributor.advisorChazan, Danielen_US
dc.contributor.advisorValli, Lindaen_US
dc.contributor.authorGrosser-Clarkson, Dana Lynnen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2016-09-03T05:36:52Z
dc.date.available2016-09-03T05:36:52Z
dc.date.issued2016en_US
dc.description.abstractThis qualitative case study explored three teacher candidates’ learning and enactment of discourse-focused mathematics teaching practices. Using audio and video recordings of their teaching practice this study aimed to identify the shifts in the way in which the teacher candidates enacted the following discourse practices: elicited and used evidence of student thinking, posed purposeful questions, and facilitated meaningful mathematical discourse. The teacher candidates’ written reflections from their practice-based coursework as well as interviews were examined to see how two mathematics methods courses influenced their learning and enactment of the three discourse focused mathematics teaching practices. These data sources were also used to identify tensions the teacher candidates encountered. All three candidates in the study were able to successfully enact and reflect on these discourse-focused mathematics teaching practices at various time points in their preparation programs. Consistency of use and areas of improvement differed, however, depending on various tensions experienced by each candidate. Access to quality curriculum materials as well as time to formulate and enact thoughtful lesson plans that supported classroom discourse were tensions for these teacher candidates. This study shows that teacher candidates are capable of enacting discourse-focused teaching practices early in their field placements and with the support of practice-based coursework they can analyze and reflect on their practice for improvement. This study also reveals the importance of assisting teacher candidates in accessing rich mathematical tasks and collaborating during lesson planning. More research needs to be explored to identify how specific aspects of the learning cycle impact individual teachers and how this can be used to improve practice-based teacher education courses.en_US
dc.identifierhttps://doi.org/10.13016/M20N53
dc.identifier.urihttp://hdl.handle.net/1903/18559
dc.language.isoenen_US
dc.subject.pqcontrolledTeacher educationen_US
dc.subject.pqcontrolledMathematics educationen_US
dc.subject.pqcontrolledSecondary educationen_US
dc.subject.pquncontrolledcase-studyen_US
dc.subject.pquncontrolleddiscourse practicesen_US
dc.subject.pquncontrolledmathematics educationen_US
dc.subject.pquncontrolledpractice-baseden_US
dc.subject.pquncontrolledpreservice teachersen_US
dc.subject.pquncontrolledteacher preparationen_US
dc.titleEXAMINING SECONDARY MATHEMATICS TEACHER CANDIDATES’ LEARNING AND ENACTMENT OF MATHEMATICS TEACHING PRACTICES: A MULTIPLE CASE STUDYen_US
dc.typeDissertationen_US

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