Effects of a task-based methods/practicum sequence on secondary mathematical knowledge for teaching

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dc.contributor Callahan, Cory
dc.contributor Coleman, Julianne
dc.contributor Hubbard, Janie
dc.contributor Newland, Derek
dc.contributor.advisor Zelkowski, Jeremy
dc.contributor.author Glaze, Patricia Edge
dc.date.accessioned 2020-09-30T17:24:39Z
dc.date.available 2020-09-30T17:24:39Z
dc.date.issued 2020
dc.identifier.other u0015_0000001_0003592
dc.identifier.other Glaze_alatus_0004D_14106
dc.identifier.uri http://ir.ua.edu/handle/123456789/6991
dc.description Electronic Thesis or Dissertation
dc.description.abstract There has been a call for reform in the teaching and learning of mathematics that requires moving away from passive student learning and memorization to active participation and exploration; however, mathematics teaching in American classrooms remains largely traditional. A methods/practicum sequence provides a unique opportunity to actively instill an understanding of tasks that promote the mathematical practices. Moreover, planning and implementing worthwhile mathematical tasks requires and demonstrates mathematical knowledge for teaching. The mixed-methods case study was designed to determine the effects of a task-based methods/practicum sequence on secondary mathematics teacher candidates’ ability to plan for and enact worthwhile mathematical tasks. The treatment was guided by Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development, authored by the leading researchers on mathematical instructional tasks. The Instructional Quality Assessment (IQA) was used to assess the potential and implemented cognitive demand of tasks used for instruction. The Mathematical Classroom Observation Protocol for Practices (MCOP²) was used to assess the mathematical practices that were observed during the same instruction. Participant reflections and interactions provided qualitative data to enhance the quantitative findings. It was found that scores on both assessments increased significantly from the beginning to the end of the semester. Moreover, the participants expressed greater awareness of tasks and teaching strategies that maintain their cognitive demand. These findings add to what is known about secondary mathematics teachers’ mathematical knowledge for teaching as well as establish a relationship between the IQA and MCOP² as it pertains to the study.
dc.format.extent 353 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.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Teacher education
dc.subject.other Higher education
dc.subject.other Mathematics education
dc.title Effects of a task-based methods/practicum sequence on secondary mathematical knowledge for teaching
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.

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