Interacting with Algebra: Mathematicians, Mathematics Educators, and Teachers Making Sense of Algebra Content

Persistent Link:
http://hdl.handle.net/10150/195477
Title:
Interacting with Algebra: Mathematicians, Mathematics Educators, and Teachers Making Sense of Algebra Content
Author:
Chesler, Joshua
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation examines the interactions of mathematicians, mathematics educators, and teachers with a set of 12 algebra problems. The data are from two Making Connections workshops (2006 and 2008) which included members of these three professional groups; each workshop was comprised of 13 participants. The primary analytical focus was a task in which each professional group separately discussed and categorized the 12 algebra problems; interviews were conducted with the participants from the 2008 workshop. The methods and analysis of this study were framed by research on the teaching and learning of algebra, on curriculum use as a participatory relationship, and on the dispositions and beliefs of members of the three professional groups.The study indicated that teachers, as compared to the other two groups, drew more heavily upon their knowledge of students as they made sense of the algebra problems. Teachers were at times concerned with the wording of questions as an obstacle for students. The mathematicians and mathematics educators put a greater focus on algebraic structure as they discussed the problems whereas the teachers put a greater focus on graphing. I connect these findings to the workshop participants' views of algebra.
Type:
text; Electronic Dissertation
Keywords:
Algebra; Beliefs; Curriculum; Educators; Mathematicians; Teachers
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Mathematics; Graduate College
Degree Grantor:
University of Arizona
Advisor:
McGraw, Rebecca
Committee Chair:
McGraw, Rebecca

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleInteracting with Algebra: Mathematicians, Mathematics Educators, and Teachers Making Sense of Algebra Contenten_US
dc.creatorChesler, Joshuaen_US
dc.contributor.authorChesler, Joshuaen_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation examines the interactions of mathematicians, mathematics educators, and teachers with a set of 12 algebra problems. The data are from two Making Connections workshops (2006 and 2008) which included members of these three professional groups; each workshop was comprised of 13 participants. The primary analytical focus was a task in which each professional group separately discussed and categorized the 12 algebra problems; interviews were conducted with the participants from the 2008 workshop. The methods and analysis of this study were framed by research on the teaching and learning of algebra, on curriculum use as a participatory relationship, and on the dispositions and beliefs of members of the three professional groups.The study indicated that teachers, as compared to the other two groups, drew more heavily upon their knowledge of students as they made sense of the algebra problems. Teachers were at times concerned with the wording of questions as an obstacle for students. The mathematicians and mathematics educators put a greater focus on algebraic structure as they discussed the problems whereas the teachers put a greater focus on graphing. I connect these findings to the workshop participants' views of algebra.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectAlgebraen_US
dc.subjectBeliefsen_US
dc.subjectCurriculumen_US
dc.subjectEducatorsen_US
dc.subjectMathematiciansen_US
dc.subjectTeachersen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineMathematicsen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcGraw, Rebeccaen_US
dc.contributor.chairMcGraw, Rebeccaen_US
dc.contributor.committeememberCivil, Martaen_US
dc.contributor.committeememberHughes Hallett, Deborahen_US
dc.contributor.committeememberDoyle, Walteren_US
dc.identifier.proquest10495en_US
dc.identifier.oclc659752203en_US
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