Connection, Motivation, & Alignment: Exploring the Effects of Content-Based Mathematical Professional Development

Persistent Link:
http://hdl.handle.net/10150/332769
Title:
Connection, Motivation, & Alignment: Exploring the Effects of Content-Based Mathematical Professional Development
Author:
Prasad, Priya Vinata
Issue Date:
2014
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:
Teachers' construction of and motivation for using new mathematics knowledge learned in professional development differs from students' learning of mathematical concepts. However, teachers also vary in their use of new mathematics content in their own classrooms. This qualitative study followed teachers from a professional development course in algebra into their classrooms in order to investigate how teachers connect mathematics content from PD with the content they teach. The results of this study established three modes of connection (direct connection, indirect connection, and disconnection) and contextualized these connections by exploring teachers' motivations for participating in professional development and analyzing their alignment with the perspective on and development of the content taken by the PD course's instructors.
Type:
text; Electronic Dissertation
Keywords:
Middle-grades; Professional development; Mathematics; Algebra
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Mathematics
Degree Grantor:
University of Arizona
Advisor:
McGraw, Rebecca

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleConnection, Motivation, & Alignment: Exploring the Effects of Content-Based Mathematical Professional Developmenten_US
dc.creatorPrasad, Priya Vinataen_US
dc.contributor.authorPrasad, Priya Vinataen_US
dc.date.issued2014-
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.abstractTeachers' construction of and motivation for using new mathematics knowledge learned in professional development differs from students' learning of mathematical concepts. However, teachers also vary in their use of new mathematics content in their own classrooms. This qualitative study followed teachers from a professional development course in algebra into their classrooms in order to investigate how teachers connect mathematics content from PD with the content they teach. The results of this study established three modes of connection (direct connection, indirect connection, and disconnection) and contextualized these connections by exploring teachers' motivations for participating in professional development and analyzing their alignment with the perspective on and development of the content taken by the PD course's instructors.en_US
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectMiddle-gradesen_US
dc.subjectProfessional developmenten_US
dc.subjectMathematicsen_US
dc.subjectAlgebraen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineMathematicsen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcGraw, Rebeccaen_US
dc.contributor.committeememberMcGraw, Rebeccaen_US
dc.contributor.committeememberEli, Jenniferen_US
dc.contributor.committeememberWood, Marcyen_US
dc.contributor.committeememberMcCallum, Williamen_US
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