Dissertation/Thesis Abstract

Math Mastery: Teaching the Teacher by Conceptualizing the Concepts, Studying the Students, and Assessing the Assessments
by Mendez, Luz E., M.A., Prescott College, 2011, 48; 1503883
Abstract (Summary)

Teaching the teacher of mathematics is a complex yet essential task that requires transcending the typical college and professional development educational experience. This paper presents findings from a study involving four K – 8th grade teachers, eight fourth grade students, and one diagnostic tool uniquely designed to integrate the concepts, the students, and the assessments. The results of this study indicated greater teacher learning regarding not only the Math "Anchoring" Skills but also the assessment of students' depth of comprehension of these math readiness concepts through student interviews. Furthermore, in their role as researchers, teachers exposed a crucial connection between a student's past success on an Arizona standardized test and a student's mastery levels as assessed by the Math Anchoring Skills diagnostic tool.

Keywords: student interviews, teacher education, reform math education, prerequisite math skills, learning mastery, diagnostic assessments, differentiated math instruction, mathematical proficiency, math curriculum, learning difficulties, struggling students

Indexing (document details)
Advisor: Tomoff, Joan
Commitee: Caniglia, Noel, Simmons, Melody
School: Prescott College
Department: Education
School Location: United States -- Arizona
Source: MAI 50/04M, Masters Abstracts International
Subjects: Mathematics education
Keywords: Diagnostic assessment, Differentiated math instruction, Prerequisite math skills, Struggling students, Student interviews, Teacher education
Publication Number: 1503883
ISBN: 9781267109859
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