The Effects of Analyzing Student Work and Thinking on Preservice Teachers' Knowledge and Beliefs

MISSING IMAGE

Material Information

Title:
The Effects of Analyzing Student Work and Thinking on Preservice Teachers' Knowledge and Beliefs A Mixed Methods Study
Physical Description:
1 online resource (187 p.)
Language:
english
Creator:
Busi, Richard P
Publisher:
University of Florida
Place of Publication:
Gainesville, Fla.
Publication Date:

Thesis/Dissertation Information

Degree:
Doctorate ( Ph.D.)
Degree Grantor:
University of Florida
Degree Disciplines:
Curriculum and Instruction, Teaching and Learning
Committee Chair:
JACOBBE,TIMOTHY
Committee Co-Chair:
CRIPPEN,KENT J
Committee Members:
ADAMS,THOMASENIA L
MILLER,DAVID

Subjects

Subjects / Keywords:
beliefs -- content -- knowledge -- mathematics -- preservice -- teacher
Teaching and Learning -- Dissertations, Academic -- UF
Genre:
Curriculum and Instruction thesis, Ph.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract:
Using a situated theoretical perspective, this dissertation, presented in manuscript format, examined the effects of analyzing student work in the university classroom on content knowledge and mathematical beliefs of preservice teachers (PSTs). Forty-two PSTs participated in the study. Quantitative data were collected from all 42 participants (randomly assigned to the treatment group n=21 and control group n=21) using existing instruments designed to measure common content knowledge (CCK) and mathematical beliefs for effective teaching. These data were collected in a pretest/posttest format over the course of the eight-week study. Qualitative data were collected from four treatment group participants (selected using intensity sampling) through retrospective interviews. By utilizing a mixed methods approach, this study was able to measure the effects on content knowledge and belies while also investigating the role that pedagogical content knowledge (PCK) played in PSTs' ability to analyze student work. The findings of this study highlight the importance of using context in the preparation of PSTs to teach mathematics effectively. Significant impacts were discovered on PSTs' beliefs about the effective teaching and learning of mathematics. Furthermore, evidence of the elicitation of PCK was discovered in those participants who were exposed to the student work analysis. The treatment and findings of this study were then used to inform two scholarly articles regarding the practical use of student work analysis. One article was directed towards teacher educators and shares how to select student work and use it to structure lessons for PSTs about the teaching and learning of mathematics. The second article was directed towards practicing teachers and shares how the use of student work can be leveraged for teacher development of knowledge and beliefs. Overall, the lessons learned from the effects of student work analysis on PSTs' knowledge and beliefs provided insight into how PST education programs can work to best prepare prospective teachers to teach mathematics in effective ways.
General Note:
In the series University of Florida Digital Collections.
General Note:
Includes vita.
Bibliography:
Includes bibliographical references.
Source of Description:
Description based on online resource; title from PDF title page.
Source of Description:
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility:
by Richard P Busi.
Thesis:
Thesis (Ph.D.)--University of Florida, 2014.
Local:
Adviser: JACOBBE,TIMOTHY.
Local:
Co-adviser: CRIPPEN,KENT J.
Electronic Access:
RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2015-05-31

Record Information

Source Institution:
UFRGP
Rights Management:
Applicable rights reserved.
Classification:
lcc - LD1780 2014
System ID:
UFE0046583:00001