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Developing a relational meaning of the equal sign: effects of using a balance analogy in a game-based virtual environment
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| 2 |
Metacognitive calibration in introductory physics courses: Predictors and interventions
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| 3 |
An examination of gendered discourse in the discussion forums of online STEM courses
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| 4 |
Effect of collaborative learning and direct instruction on myside bias
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The intended and enacted curriculum in a new developmental mathematics course: a study of community college students' participation and attitudes
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Conjunction is more than just a grammatical resource: a comparative study of conjunctions in U.S. and Chinese mathematics lessons
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Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning
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| 8 |
Students' conceptions of trigonometric functions and positioning practices during pair work with Etoys
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| 9 |
A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school
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| 10 |
Communicating according to the standards: examining math talk in Chinese and U.S. mathematics classrooms
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Abstract:
This dissertation examines how some U.S. and Chinese teachers may employ some of the suggestions of the National Council of Teachers of Mathematics, Standards, during their discursive exchanges in the classroom. More importantly, this study attempts to operationalize one section of the Standards, Communications in the 3rd through 5th grades, by developing a coding scheme based on key ideas and principles from that section, and, then, by using those codes as a way to assess some teachers’ behaviors. In doing so, I found that Chinese teachers’ practices are more aligned with some of the suggestions of the Standards. However, the way in which teachers employ these suggestions varied greatly. A more in-depth look at segments of classroom discourse revealed that U.S. and Chinese teachers, even when employing some of the same the suggestions, have different intentions, strategies, and implementation. This study highlights the importance of specificity and consensus when evaluating teachers against the suggestions and principles of reform documents, reports, and studies. With these findings, we possibly can augment the professional development of U.S. teachers through the use of video, especially viewing teachers with contrasting approaches to our own.
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Keyword:
Chinese Reform ideas; Mathematics classrooms; National Council of Teachers of Mathematics
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URL: http://hdl.handle.net/2142/44279
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| 12 |
Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool
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| 13 |
Implementing Reform: The Changing Cultures and Discourse Practices of Four First -Grade Classrooms
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| 14 |
Development of Conceptual and Procedural Knowledge in Preschoolers' Addition and Subtraction
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| 16 |
Is gesture-speech mismatch a general index of transitional knowledge?
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