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|Title: ||Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher|
|Authors: ||Jao, Limin|
|Advisor: ||McDougall, Douglas Emerson|
|Department: ||Curriculum, Teaching and Learning|
|Keywords: ||Mathematics education|
Construction of knowledge
|Issue Date: ||14-Dec-2009|
|Abstract: ||This study examined how an elementary teacher fostered student mathematical understanding and the strategies that she used to help students learn mathematical concepts. A case study of a Grade 1 teacher is described based on qualitative data from interviews and classroom observation sessions using a peer coaching model.
The evidence from the study suggests that this teacher benefited from professional development opportunities to gain deeper insights regarding her teaching practices. There were five major findings: (1) enthusiasm for improving her practices was necessary to successfully meet her goals; (2) this teacher’s role in the classroom was important to facilitate the construction of knowledge; (3) the classroom was an environment where her students felt safe; (4) a variety of tasks and strategies that students of varied abilities, interests and aptitudes can enjoy were used; and (5) multiple representations (including the use of manipulatives) were used to scaffold the construction of knowledge.|
|Appears in Collections:||Master|
Department of Curriculum, Teaching and Learning - Master theses
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