Date of Award

1-1-2017

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Richard Kitchen, Ph.D.

Second Advisor

Bruce Uhrmacher, Ph.D.

Third Advisor

Alvaro Arias

Fourth Advisor

Garrett Roberts

Keywords

Mathematical knowledge, Teaching, Lesson plan, Pedagogical practices

Abstract

In an effort to understand how a teacher developed Mathematical Knowledge for Teaching and how that knowledge can shift teacher's beliefs and instructional practice, I worked with a teacher to deeply plan and implement six mathematical lessons.

The research suggests that planning can be a vehicle to develop a teacher's Mathematical Knowledge for Teaching. In addition, as a teacher's Mathematical Knowledge for Teaching started to develop through lesson planning, the teacher's beliefs about her own knowledge of mathematics started to increase which started to shift the teacher's instructional practice.

This combination of a stronger Mathematical Knowledge for Teaching, self confidence in her own understanding of the mathematics and shifts in her instructional practice created a new pedagogical practice I have called The Pedagogy of Knowing.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Paul Conley

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

180 p.

Discipline

Mathematics education

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