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University of Washington

1. David, Elizabeth Sugino. Learning to Facilitate Productive Mathematical Discussion: Teacher candidate participation in a practice-based elementary mathematics methods course.

Degree: PhD, 2021, University of Washington

A prevailing challenge in teacher education is the “problem of enactment,” a discrepancy in what teacher candidates (TCs) know or say about practice and what they can actually do or enact (Kennedy, 1999). Current practice-based teacher education research focuses on articulating pedagogies of practice and core practices to integrate theory and practice, attend to the sociocultural nature of TC learning, and support TCs to enact practices (Grossman, Compton, et al., 2009; Grossman et al., 2019; McDonald et al., 2013). While there is research on practice-based learning cycles, core practices, and pedagogies of practice, there is limited research documenting how TCs participate in these types of contexts and how they enact core practices. Purpose and Research Question. The purpose of this study was to understand TC participation: How does TC participation manifest and change in their practice-based mathematics methods course? I sought to characterize TCs’ participation around the practice of facilitating a productive mathematical discussion. Data and Methodology. Relevant data sources for this study included videotaped observations of TCs’ participation in the course, TC assessments and lesson plans, and field notes. Data was analyzed for broad themes and categories related to TC participation around facilitating discussion. Coding was guided by my conceptual framework, which focused on TC learning as participation in a community of practice. Iterative passes of the data looked for patterns and reoccurring themes related to development of a shared repertoire and joint enterprise. Findings. Findings documented changes in TCs’ talk about and enactment of facilitating productive mathematical discussion. TCs’ specificity in articulating the instructional goal, intentionality in facilitating discussions to reach these goals, and ownership over articulating and working on goals increased over the 10-week course. TCs were able to use tools (particularly lesson plans, board work, and talk moves) more intentionally in response to student thinking and in service of their instructional goal as they became familiar with these tools and routinized their use. As part of the shared repertoire, these tools reified practice as representations, decompositions, and approximations of practice and provided routines and opportunities for deliberate practice. Implications. Understanding what TCs learn in practice-based courses, particularly how they enact practice, contributes to understanding the efficacy of current practice-based approaches in teacher education. This study is one of a limited number of studies that examines TCs’ participation and what they learn and enact. My dissertation makes two contributions that address gaps in the literature: 1. Existence proof that there are shifts in TC beliefs and talk about teaching and enactment of the practice of facilitating a productive mathematical discussion in a 10-week practice-based methods course. 2. An image of TC participation to contribute to trajectories of TC learning and… Advisors/Committee Members: Kazemi, Elham (advisor).

Subjects/Keywords: elementary education; mathematics; methods course; practice-based; teacher education; Education; Mathematics education; Teacher education; Education - Seattle

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

David, E. S. (2021). Learning to Facilitate Productive Mathematical Discussion: Teacher candidate participation in a practice-based elementary mathematics methods course. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/46778

Chicago Manual of Style (16th Edition):

David, Elizabeth Sugino. “Learning to Facilitate Productive Mathematical Discussion: Teacher candidate participation in a practice-based elementary mathematics methods course.” 2021. Doctoral Dissertation, University of Washington. Accessed April 22, 2021. http://hdl.handle.net/1773/46778.

MLA Handbook (7th Edition):

David, Elizabeth Sugino. “Learning to Facilitate Productive Mathematical Discussion: Teacher candidate participation in a practice-based elementary mathematics methods course.” 2021. Web. 22 Apr 2021.

Vancouver:

David ES. Learning to Facilitate Productive Mathematical Discussion: Teacher candidate participation in a practice-based elementary mathematics methods course. [Internet] [Doctoral dissertation]. University of Washington; 2021. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/1773/46778.

Council of Science Editors:

David ES. Learning to Facilitate Productive Mathematical Discussion: Teacher candidate participation in a practice-based elementary mathematics methods course. [Doctoral Dissertation]. University of Washington; 2021. Available from: http://hdl.handle.net/1773/46778

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