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ERIC Number: ED551338
Record Type: Non-Journal
Publication Date: 2012
Pages: 298
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-7469-9
Mathematics Teachers Investigating Reasoning and Sense Making in Their Teaching
Keazer, Lindsay M.
ProQuest LLC, Ph.D. Dissertation, Purdue University
This study explored the experiences of mathematics teachers as they examined recommendations for "Reasoning and Sense Making" (NCTM, 2009) and investigated them in their practice through action research. Narrative inquiry was used to capture the ways that teachers conceptualized the curricular recommendations, the actions teachers took to incorporate the recommendations into their practice, the challenges and opportunities teachers encountered, and teachers' interpretations. Given the trend in mathematics education to focus on the deficit between NCTM curricular recommendations and mathematics classroom practices across the United States (e.g., Hiebert, 1999; Stigler & Hiebert, 1999), this research expands the discourse by illuminating the complex nature of teachers' experiences as they attempted to enact changes to align their teaching with curricular recommendations. The findings of this study, presented through narratives that capture the experiences, illustrate the complex process of teacher change in ways unique from past research. The narratives reveal the sensible nature of teachers' actions and interpretations by illuminating their meaning in the context of teachers' work. The challenges that teachers' encountered are captured as lived moments of struggle for the reader to experience vicariously. While others have written about individual challenges encountered when attempting to change their own practice (e.g., Ball, 2000; Cady, 2006; Chazan, 2000; Frykholm, 2004; Heaton, 2000; Verkaik & Ritsema, 2006), this study brings together the experiences of seven teachers to illustrate both the uniqueness of each teacher's experiences as well as the common elements amidst their complex journeys. By using the recommendations for "Reasoning and Sense Making" as a theme for teachers' work, the findings are positioned to be informative about teachers' ways of conceptualizing and making changes in their teaching in the context of current recommendations. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A