Changing how we teach : one teacher's journey to change her practice / Emily Magee.

Format:

Book

Thesis/Dissertation

Author/Creator:

Magee, Emily, author.

Contributor:

Remillard, Janine T., degree supervisor.

University of Pennsylvania. Department of Teaching, Learning and Teacher Education, degree granting institution.

Language:

English

Subjects (All):

Mathematics education.

Teaching.

Students.

Collaboration.

Learning.

Educational evaluation.

Instructional design.

Teaching, learning and teacher education--Penn dissertations.

Penn dissertations--Teaching, learning and teacher education.

Local Subjects:

Mathematics education.

Teaching.

Students.

Collaboration.

Learning.

Educational evaluation.

Instructional design.

Teaching, learning and teacher education--Penn dissertations.

Penn dissertations--Teaching, learning and teacher education.

Genre:

Academic theses.

Physical Description:

1 online resource (210 pages)

Contained In:

Dissertations Abstracts International 83-03A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2021.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

Despite research suggesting the importance of centering students and focusing on deep conceptual understandings, direct instruction and step-by-step procedures remain common in mathematics classrooms nationwide. For this self-study, I embarked on a year of striving to change how I taught. I documented that process through a reflective journal, and that journal and other artifacts together provided an intimate look into that experience and the associated challenges. I analyzed the interactions that occurred in my classroom between the teacher, the students, and the mathematics, with special attention to the teacher's knowledge, beliefs, and emotions. My own experience was characterized by misalignment between teachers, students, and mathematics. This misalignment resulted from efforts to change and led to a lot of negative emotions. My experience was also impacted by the challenge of balancing many complementary and competing factors and practices. Despite being an intimate look at my own experience, my findings offer broader suggestions as well. Specifically, they suggest that change must be aligned and coherent throughout the entire system, that this kind of teaching must truly center students and prioritize relationships, and that the emotional side of teaching must be recognized and supported.

Notes:

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Advisors: Remillard, Janine T.; Committee members: Ebby, Caroline B.; Rust, Frances O.

Department: Teaching, Learning and Teacher Education.

Ed.D. University of Pennsylvania 2021.

Local Notes:

School code: 0175

ISBN:

9798538112661

Access Restriction:

Restricted for use by site license.

This item must not be sold to any third party vendors.