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Instructional strategies used by developmental mathematics instructors in Missouri public community colleges to promote active learning : an analysis of the cognitive complexity
(University of Missouri--Columbia, 2015)
This study sought to identify the instructional strategies used by developmental mathematics instructors in Missouri's public 2-year colleges to engage students in the learning process, determine the cognitive complexity of the instructional...
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...
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...
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...
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...
Examining secondary teachers' practical rationality of mathematical modeling
(University of Missouri--Columbia, 2020)
Research on mathematical modeling is growing rapidly in the field of mathematics education, and there are numerous benefits of engaging students in modeling activities. However, mathematical modeling is still marginalized in mathematics instruction...
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...
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...
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...
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...
Taking up space : children's opportunities to learn in one-on-one interactions involving fraction story problems
(University of Missouri--Columbia, 2023)
Mathematics instruction can work to open or constrain children's opportunities to learn, and the busy, interactive nature of instruction makes it challenging for researchers to identify patterns in high-quality opportunities to learn. While...
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 ...