Page 1 |
Save page Remove page | Previous | 1 of 150 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
TEACHERS’ USE OF SOCIO-CONSTRUCTIVIST PRACTICES TO FACILITATE
MATHEMATICS LEARNING
by
Anna Lillia Arredondo
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2011
Copyright 2011 Anna Lillia Arredondo
Object Description
| Title | Teacher's use of socio-constructivist practices to facilitate mathematics learning |
| Author | Arredondo, Anna Lillia |
| Author email | annalila@usc.edu;anna.arredondo@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-10-27 |
| Date submitted | 2011-11-21 |
| Date approved | 2011-11-22 |
| Restricted until | 2011-11-22 |
| Date published | 2011-11-22 |
| Advisor (committee chair) | Baca, Reynaldo R. |
| Advisor (committee member) |
Fischer, Linda A. Hasan, Angela Laila |
| Abstract | The purpose of this study was to analyze the teaching practices of teachers to determine if they incorporated socio-constructivist practices in their teaching repertoire. This study analyzed the use of socio-constructivist practices utilized by a group of ten teachers, as well as the factors that facilitated their use. The research questions of this study focused on which socio-constructivist practices were utilized; what factors facilitated their use; and the impact of teacher education programs for the implementation of these practices. Data was collected from ten teachers at two different school sites. Results from the study indicate teachers utilize a variety of socio-constructivist practices. Teachers with a low preference for mathematics reflected on their own negative experiences with learning mathematics, and tried to incorporate strategies that addressed all types of learning modalities in the classroom because they understood the diverse needs of all students. Teachers with a high preference for mathematics understood the systematic nature of mathematics and tried to impart that on their students. Teachers with a preference for traditional instruction utilized more paper assessments, while teachers who preferred socio-constructivist practices incorporated more conceptual lessons. Teacher Education programs influenced teachers’ use of socio-constructivist practices, but only for recent graduates. Recommendations for research and practice are provided. |
| Keyword | socio-constructivist; teaching mathematics; teacher education |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Arredondo, Anna Lillia |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Archival file | uscthesesreloadpub_Volume6/etd-ArredondoA-431-0.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | TEACHERS’ USE OF SOCIO-CONSTRUCTIVIST PRACTICES TO FACILITATE MATHEMATICS LEARNING by Anna Lillia Arredondo __________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2011 Copyright 2011 Anna Lillia Arredondo |
