Electronic Theses and Dissertations

Date of Award

8-2019

Document Type

Thesis

Degree Name

Ed.D. in Education

First Advisor

Allan E. Bellman

Second Advisor

Tom Brady

Third Advisor

Amy Wells Dolan

Relational Format

Dissertation/Thesis

Abstract

As teachers, we are tasked with ensuring that our students are equipped with the skills necessary to not only perform with proficiency on local, state and national assessments, but also to provide our students with opportunities to develop confidence and competence as learners of mathematics through meaningful, challenging and worthwhile activities. As such, many teachers have turned to technology and cooperative groups as staples in the classroom. The purpose of this study was to understand how one first-year teacher implemented what she was taught in her undergraduate coursework in teaching two specific units of instruction in two sections of high school Algebra 1 at a southern suburban high school.

During a fourteen day period, the researcher observed the teacher’s implementation of short-cycle formative assessment, a classroom response system (CRS), and flexible grouping. Conclusions suggest that students set the pace of the class, through their indication of comprehension or confusion, and that additional professional development support may be needed by beginning teachers of mathematics with developing norms and classroom management.

Concentration/Emphasis

Emphasis: Mathematics Education

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.