Date of Award

2018

Document Type

Dissertation

Degree Name

Ed.D.

Keywords

Classroom discourse, Formative assessment, Instructional coaching, Problem-based teaching, Sociomathematical norms

Department

Curriculum and Instruction

First Advisor

Paul Michalec, Ph.D.

Second Advisor

P. Bruce Uhrmacher, Ph.D.

Third Advisor

Biaze Houston, Ph.D.

Abstract

This research project examined how a teacher and an instructional coach can use formative assessment data on student thinking to improve the teaching and learning in a mathematics classroom. Two research questions guided the project and from them three instructional strategies emerged. The first strategy was the use of formative assessment data collected on student thinking from a previous lesson to plan for the learning in future lessons. The second strategy was the use of formative assessment data collected on student thinking during a lesson to make decisions about how to proceed with the lesson. The third strategy was the creation of a student-centered learning environment based on the Sociomathematical Norms where student thinking is made available to the teacher. The research suggest that mathematics teachers who elicit student thinking through formative assessment and then use that thinking to plan and implement math lessons create a stronger leaning environment.

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Copyright Statement / License for Reuse

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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