Graduation Semester and Year

2014

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

Ann Cavallo

Abstract

Mathematics educators advocate that K-12 teachers should create classrooms where students are engaged in conversation about mathematical ideas. However to achieve these goals, it is important that teachers understand how to engage students in discussion. The purpose of this study was to identify teacher questions and student responses in a problem solving environment and examine how teachers used questioning to engage students in conversation. The findings provide descriptions of the dialogue that transpires between teachers and student as mathematical ideas are developing in the learning process. This study contributes to the mathematical research of constructivist learning theory by providing information on the dialogue between teachers and students in the mathematics learning process. This study also analyzed possible links between teachers' motivation for teaching and their teaching practices, to further knowledge on the influence of motivational theory.

Disciplines

Education | Educational Leadership

Comments

Degree granted by The University of Texas at Arlington

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