Hughes, Elizabeth Koopman
(2007)
LESSON PLANNING AS A VEHICLE FOR DEVELOPING PRE-SERVICE SECONDARY TEACHERS' CAPACITY TO FOCUS ON STUDENTS' MATHEMATICAL THINKING.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This study investigated the extent to and ways in which attention to students' mathematical thinking was evident in the written lesson plans or lesson planning process of ten pre-service secondary mathematics teachers at various points during their teacher education program: prior to and immediately after participation in a course (the Teaching Lab) that emphasized students' mathematical thinking as a key element of planning, during teachers' first semester of their field experience as they planned lessons in their actual practice of teaching, and near the end of the first semester of their field experience as they planned lessons on demand and for university assignments. With respect to learning from the Teaching Lab, the study shows that the teachers demonstrated significant growth on pre to post course measures in their ability to attend to students' thinking when planning a lesson on demand and for a university assignment. Furthermore, teachers continued to be able to apply these ideas when planning on demand and for university assignments several months later. When investigating whether or not teachers would apply the ideas they had learned when planning in their own practice, the study suggests three findings. First, teachers' attention to students' thinking when planning lessons that used tasks with a high level of cognitive demand was not significantly different from their planning for a lesson on demand or the lesson plan they produced for the Teaching Lab assignment. Furthermore, teachers were more likely to attend to students' thinking when planning a lesson that used a high-level task compared to a lesson that used a low-level task. Second, for some teachers, written lesson plans significantly under-represented their attention to students' thinking in their planning process. Finally, the study suggests that support from the mentor teacher and/or university supervisor may be an important factor in determining whether or not the teacher applies their knowledge of attention to student's thinking to their planning in practice.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
29 January 2007 |
| Date Type: |
Completion |
| Defense Date: |
20 October 2006 |
| Approval Date: |
29 January 2007 |
| Submission Date: |
8 December 2006 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Lesson Planning; Mathematics Education; Student Thinking; Teacher Education |
| Other ID: |
http://etd.library.pitt.edu/ETD/available/etd-12082006-093355/, etd-12082006-093355 |
| Date Deposited: |
10 Nov 2011 20:09 |
| Last Modified: |
15 Nov 2016 13:53 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/10196 |
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