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ERIC Number: ED526548
Record Type: Non-Journal
Publication Date: 2010
Pages: 261
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-5204-0
Teachers' Perceptions of Whole-Class Mathematical Discourse: A Qualitative Multi-Phased Case Study of Middle Level Public School Mathematics Teachers
Bennett, Cory A.
ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa
This four phase qualitative case study examined middle level mathematics teachers' perspective on the use of whole-class discourse as an instructional strategy to help all students learn mathematics. The primary research question that guided this study was what were middle level teachers' perceptions towards classroom discourse and how did their perceptions compare with their actual classroom practice? Since teachers' perceptions were the focus of this study, a phenomenon that is naturally dynamic and flexible, a grounded theoretical approach was employed because it allowed for a more authentic and natural representation of the teachers' understandings and experience using whole class discourse. This study helped clarify common beliefs and understandings that teachers have towards the use of whole-class discourse as an inclusive instructional method as well as revealed strategies that were most commonly used to facilitate whole-class discourse. This study also identified two types of classroom culture that support the use of whole class discourse as an instructional strategy to help all learners of mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A