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ERIC Number: ED567987
Record Type: Non-Journal
Publication Date: 2015
Pages: 159
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-3265-3
ISSN: N/A
Changes in Elementary Mathematics Teachers' Understanding of Cognitive Demand: When Adapting, Creating, and Using Mathematical Performance Tasks
Jamieson, Thad Spencer
ProQuest LLC, Ph.D. Dissertation, George Mason University
The use of mathematics performance tasks can provide a window into how a student is applying mathematics to various situations, how they are reasoning mathematically and how they are applying conceptual knowledge through problem solving and critical thinking. The purpose of this study was to investigate, according to the elementary mathematics teacher leaders (EMTLs), the processes that support or hinder their understanding of high cognitive demand as they adapt, create, and implement mathematical performance tasks connected to a summer curriculum project. This study explores the following questions: (a) How do elementary mathematics teacher leaders define their understanding of a high cognitive demand mathematical performance task before and after participating in professional development? (b) How do elementary mathematics teacher leaders interpret high cognitive demand mathematics performance task when adapting and creating tasks? (c) How do elementary mathematics teacher leaders' understandings of high cognitive demand mathematics performance task change after their students solve mathematics performance task? The analysis of the data from this study was attained from three surveys, EMTLs' evaluations of two mathematical tasks, observations and audio recordings of the EMTLs' vetting sessions, and through their reflections and interviews after implementation of the tasks with students. Analysis of the data indicated that the EMTLs understanding of high cognitive demand mathematics performance task changed in regards to adapting, creating, and implementing the performance tasks. Implications for this study include the need for continued research around the content knowledge for teaching mathematics for mathematics teacher leaders, leading professional development, task creation, and school districts. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A