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ERIC Number: ED549471
Record Type: Non-Journal
Publication Date: 2012
Pages: 366
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-7022-1
Learning to Teach Mathematics with Reasoning and Sense Making
Nebesniak, Amy L.
ProQuest LLC, Ed.D. Dissertation, The University of Nebraska - Lincoln
This study uses teacher research to examine teacher learning in the context of instructional coaching. The author, a mathematics instructional coach, engaged in an intense three-week coaching relationship with a high school Algebra teacher. A detailed description of the teaching and learning of quadratics that took place during this research provide information about what and how a teacher learns to teach mathematics with reasoning and sense making. Mapping the terrain of quadratics deepened the teacher's understanding of the mathematical content and encouraged him to adapt his textbook in order to build mathematical reasoning. Through the coaching process, the teacher also enhanced his specialized content knowledge and developed pedagogical reasoning skills when faced with teaching dilemmas. Finally, a discussion about instructional coaching considers an instructional coach's role in regard to teacher learning. [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: Secondary Education; High Schools; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A