Primary grades teachers' teacher identities and teaching practices in the United States and Japanese mathematics classrooms

Show simple item record

dc.contributor Mantero, Miguel
dc.contributor Sunal, Dennis W.
dc.contributor Shwery, Craig S.
dc.contributor Dantzler, John A.
dc.contributor.advisor Sunal, Cynthia S. Johns, Kyoko 2017-02-28T22:21:35Z 2017-02-28T22:21:35Z 2009
dc.identifier.other u0015_0000001_0000121
dc.identifier.other Johns_alatus_0004D_10226
dc.description Electronic Thesis or Dissertation
dc.description.abstract The research supports the contentions that teachers' beliefs influence classroom practice and student achievement. Although research has been done to examine teachers' beliefs and classroom practice, limited research has investigated how one's culture and community affect teacher identity and mathematics classroom practice. The development over time of teachers' perceptions about mathematics and teacher identities has been overlooked in research that compares education in the United States and Japan. This study investigates how teachers' views on what effective teaching looks like and how their views, beliefs, and preferences (dispositions) influence the ways in which they teach mathematics, their pedagogical content knowledge in the four primary classrooms in United States and Japan. Because the process of understanding an individual's identity is complex, the language and actions the participants use within a certain context are examined to explore the socioculturally-situated identity being expressed in each case. The findings of this study may contribute to efforts that seek to understand how mathematics identity relates to how mathematics is taught.
dc.format.extent 149 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education, Elementary
dc.subject.other Education, Mathematics
dc.title Primary grades teachers' teacher identities and teaching practices in the United States and Japanese mathematics classrooms
dc.type thesis
dc.type text University of Alabama. Dept. of Curriculum and Instruction Elementary Education The University of Alabama doctoral Ph.D.

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


My Account