The purpose of this study was to examine the perceptions of post-secondary mathematics educators from countries considered to be highly successful in the area of mathematics based upon results of international assessments. Four instructors were randomly selected from a homogenous sample within the nations of Canada, China, Japan, and Singapore to contribute information about the phenomenon of mathematical achievement. Frameworks from SRI International (2009), Matthews (2013), and Schoenfeld (2014) were integrated to design this study focused on curriculum, pedagogy and instructional approach, teacher knowledge and expectations, and organizational and social climate as possible factors that support student mathematical proficiency. Interviews were conducted using a consistent set of open-ended questions based upon the conceptual framework. Data were examined and analyzed to extract commonalities and differences among responses. To bring about mathematical improvement for a collective population of students, the following variables must be present: (1) cohesive and coherent standards within a curriculum based upon a balanced approach to procedural knowledge and deeper learning within a collaborative setting; (2) local and federal initiatives fostering the concept and importance of students’ maintaining a mathematical mindset; and (3) effective and frequent professional development grounded in data-driven goals, research-based pedagogy, and opportunities for reflection shared with experts in the field of mathematics.
|Commitee:||Grover, Kathy, DeVore, Sherry|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational evaluation, Higher education|
|Keywords:||Mathematical achievement, Mathematics education|
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