Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving

Persistent Link:
http://hdl.handle.net/10150/282150
Title:
Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving
Author:
Miller, Catherine Marie, 1959-
Issue Date:
1996
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 study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest that how teachers are taught and what they learn as students are related to how they teach mathematical problem solving.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Mathematics.; Education, Adult and Continuing.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching and Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Griffin, Gary A.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTeachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solvingen_US
dc.creatorMiller, Catherine Marie, 1959-en_US
dc.contributor.authorMiller, Catherine Marie, 1959-en_US
dc.date.issued1996en_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 study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest that how teachers are taught and what they learn as students are related to how they teach mathematical problem solving.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Mathematics.en_US
dc.subjectEducation, Adult and Continuing.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGriffin, Gary A.en_US
dc.identifier.proquest9713373en_US
dc.identifier.bibrecord.b34371746en_US
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