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

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dc.contributorMantero, Miguel
dc.contributorSunal, Dennis W.
dc.contributorShwery, Craig S.
dc.contributorDantzler, John A.
dc.contributor.advisorSunal, Cynthia S.
dc.contributor.authorJohns, Kyoko
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-02-28T22:21:35Z
dc.date.available2017-02-28T22:21:35Z
dc.date.issued2009
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe 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.en_US
dc.format.extent149 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000121
dc.identifier.otherJohns_alatus_0004D_10226
dc.identifier.urihttps://ir.ua.edu/handle/123456789/628
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectElementary education
dc.subjectMathematics education
dc.titlePrimary grades teachers' teacher identities and teaching practices in the United States and Japanese mathematics classroomsen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineElementary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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