Browsing Department of Learning, Teaching, and Curriculum (MU) by Thesis Advisor "Lannin, John K."
Now showing items 18 of 8

Alternatively certified mathematics teachers: factors that contribute to changes in instruction over time
(University of MissouriColumbia, 2009)The focus of this study was the intersection of alternative certification for mathematics teaching, standards based teaching as described by the National Council of Teachers of Mathematics, and the No Child Left Behind Act ... 
Examining secondary students algebraic reasoning: flexibility and strategy use
(University of MissouriColumbia, 2005)Recent curricular recommendations (NCTM, 2000; RAND, 2003) call for the development of student flexibility in relation to algebraic reasoning. In response to these recommendations, this study focused on the algebraic ... 
Goals of instruction: a cross case analysis of five secondary mathematics teachers
(University of MissouriColumbia, 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 ... 
Grade 46 student conceptions and utilization of informal and formal variable representations across mathematically equivalent tasks
(University of MissouriColumbia, 2011)This study reports how 24 grade 46 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 ... 
Preservice elementary teachers' initial and postcourse views of mathematical arguments: an interpretative phenomenological analysis
(University of MissouriColumbia, 2013)Recent curriculum recommendation call for mathematical argumentation to play a significantly greater role in U. S. mathematics instruction at all grade levels, including the elementary grades. To better understand how ... 
The processes and products of first and second grade teachers' interpretations of students' understanding of place value
([University of MissouriColumbia], 2014)Consensus exists in mathematics education that effective classroom assessment is an essential component of effective practice; however, an important part of classroom assessment, teacher interpretation of student artifacts, ... 
Second grade students' interpretations of various representations depicting partpartwhole relationships
(University of MissouriColumbia, 2011)Through a crosscase analysis this study characterizes secondgrade students' interpretations of mathematical representations (i.e., contextual situations, equations, partpartwhole diagrams, and open number lines) that ... 
Teachers' knowledge of algebraic reasoning: its organization for instruction
(University of MissouriColumbia, 2007)Teacher knowledge is a critical factor that influences instructional decisions. Elbaz (1983) stated, "the single factor which seems to have the greatest power to carry forward our understanding of the teachers' role is the ...