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Now showing items 1-20 of 65

#### Goals of instruction : a cross case analysis of five secondary **mathematics** teachers

(University of Missouri--Columbia, 2010)

Teacher goals are an understudied component of teacher thinking. Teacher goals uncover the composite of knowledge, beliefs, and values and direction that underlie teachers' actions. In this study five experienced secondary

**mathematics**teachers were...#### Analyzing how grade four teachers plan to teach inquiry-based curriculum materials and the influences on their preparation of **mathematics** lessons

(University of Missouri--Columbia, 2008)

This study documented how Grade 4 teachers plan to teach from an inquiry-based

**mathematics**curriculum, and identified specific influences on planning. Previous studies of instructional decision-making yielded a framework for researching lesson...#### A study of elementary **mathematics** teachers' knowledge of equity

(University of Missouri--Columbia, 2010)

Currently,

**mathematics**instruction in U.S. classrooms is far from achieving equity for African American students. Establishing an equitable classroom environment that results in student learning for African Americans requires specialized teacher...#### Functions in contemporary secondary **mathematics** textbook series in the United States

(University of Missouri--Columbia, 2011)

Textbooks play a central role in US

**mathematics**classrooms (Stein, Remillard, & Smith, 2007) and functions are a key topic in secondary**mathematics**(Carlson, Jacobs, Coe, Larsen, & Hsu, 2002). This study presents results from an analysis...#### Secondary **mathematics** teachers' informal inferential reasoning : the role of knowledge structures for measures of center, spread and shape

(University of Missouri--Columbia, 2017)

This study examined middle and secondary

**mathematics**teachers' knowledge structures, informal inferential reasoning (IIR), and pedagogical content knowledge (PCK) for statistics. Using task-based clinical interviews (Goldin, 1997) and cross...#### Facilitating emergent bilingual's participation in **mathematics** : an examination of a teacher's positioning acts

(University of Missouri--Columbia, 2018)

This study examined the

**mathematical**learning opportunities provided to Latinx emergent bilinguals (EBs) in an elementary classroom. I used positioning theory (Rom Harre & van Langenhove, 1999b) to examine the acts of one third-grade teacher, Ms...#### Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a **mathematics** teacher educator's actions and purposes

(University of Missouri--Columbia, 2011)

Prospective

**mathematics**teachers (PTs) need to develop pedagogical content knowledge (PCK) to improve the teaching and learning of**mathematics**. Therefore,**mathematics**teacher educators (MTEs) need to help PTs develop PCK (Marks, 1990; Mason, 2008...#### A study of teacher knowledge as secondary **mathematics** teachers use a new technology

(University of Missouri--Columbia, 2010)

Professional organizations (e.g., NCTM and NCSM) and educational leaders advocate for increased use of technology in high school

**mathematics**. Educational researchers find that teachers' beliefs and knowledge influence use of technology and student...#### Implementation of integrated **mathematics** textbooks in secondary school classrooms

(University of Missouri--Columbia, 2009)

The study reports how 44 secondary school teachers implemented the first two courses of an integrated

**mathematics**textbook series, Core-Plus. Textbook implementation was examined in relation to three components: (a) regular use of textbook; (b) use...#### Professional identity and curricular construction : a study of teacher interaction with **mathematics** curricula of two types

(University of Missouri--Columbia, 2008)

of student investigation of

**mathematics**in small groups. In this dual role, teachers are influenced by the norms and expectations in their textbooks. The results from this study provide insight into how these teachers identify as participants within...#### From the textbook to the enacted curriculum: Textbook use in the middle school **mathematics** classroom

(University of Missouri--Columbia, 2003)

The dissertation study reported here describes how teachers use district-adopted

**mathematics**curriculum materials and other curricular resources. Analysis of survey data, textbook diaries, and classroom observations was used to describe the use...####
**Mathematics** textbooks and state curriculum standards : an analysis of the alignment between the written and intended curricula

(University of Missouri--Columbia, 2007)

This study documented the alignment between state curriculum standards and the treatment of fraction concepts and computation in popular elementary and middle grades

**mathematics**textbooks. Grade-level Learning Expectations (GLEs) from the five most...#### Two paths to advanced placement calculus : an examination of secondary students' **mathematical** understanding emerging from integrated and single-subject curricula

(University of Missouri--Columbia, 2008)

This study examined high school students'

**mathematical**understanding of calculus readiness concepts after studying four years of college preparatory (integrated or single-subject)**mathematics**. Data were collected from 505 students, 201 experienced...#### Articulated learning trajectories related to the development of algebraic thinking that follow from patterning concepts in middle grades **mathematics**

(University of Missouri--Columbia, 2010)

The construct of an articulated learning trajectory (ALT) was conceived of and defined to provide a lens through which to view and analyze content development in middle grades

**mathematics**textbooks. The ALTs identified and described were used...#### Educative features of upper elementary Eureka math curriculum

(University of Missouri--Columbia, 2020)

of the feature in the lesson, and the type of guidance (Enactment or Rationale) being provided. An examination of the data in this phase revealed that most educative features addressed Pedagogical Content Knowledge for

**Mathematics**Topics, was located...#### Teachers' knowledge of algebraic reasoning : its organization for instruction

(University of Missouri--Columbia, 2007)

' knowledge" (p. 45). Hence, if we want to help teachers make wise choices in the classroom we must know and understand the types of knowledge used during the process of instruction. Unfortunately, the

**mathematics**education community still knows too little...#### Grade 4-6 student conceptions and utilization of informal and formal variable representations across **mathematically** equivalent tasks

(University of Missouri--Columbia, 2011)

This study reports how 24 grade 4-6 students in one elementary and middle school interpreted formal (e.g., x + y = 12) and informal representations of variables (e.g., □ + ∆ = 12). While interpretations for variables ...

#### The development of pedagogical content knowledge of a **mathematics** teaching intern: the role of collaboration, curriculum, and classroom context

(University of Missouri--Columbia, 2005)

In this study I examined the role of collaboration, curriculum, and the classroom context in the development of pedagogical content knowledge of a

**mathematics**teaching intern. Additionally, I investigated the nature of the collaborative process...#### Teacher opportunities to learn: responses and recommendations of grades 6-12 **mathematics** teachers from one district

(University of Missouri--Columbia, 2009)

This is a case study of one district, examining secondary

**mathematics**teachers' perceptions of professional learning and teacher professional development. Research questions include: a) Why did the teachers from this district want to learn...#### Examining elementary **mathematics** teachers' justification practices

(University of Missouri--Columbia, 2019)

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This study examined the relationship between elementary teachers' attitudes, beliefs, knowledge, Elementary

**Mathematics**Specialist (EMS) status, and students' opportunities...