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THE INFLUENCES OF MIDDLE SCHOOL MATHEMATICS TEACHERS’ PRACTICAL RATIONALITY ON INSTRUCTIONAL DECISION MAKING REGARDING THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICES

Sobolewski-McMahon, Lauren Marie
http://rave.ohiolink.edu/etdc/view?acc_num=kent1499089403680548

Abstract Details

2017, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
The purpose of this study was to examine the influences of various facets of middle school mathematics teachers’ practical rationality on their instructional decision making as they plan to enact the Common Core State Standards for Mathematical Practice, CCSS-MP1 (perseverance in problem solving) and CCSS-MP3 (communicating and critiquing). The study expands and confronts some of the literature that lacks specifics to instructional decisions made by middle school mathematics teachers, particularly with regards to their disposition, the operationalization of their MKT, and the connection to the institutional obligations affecting their practical rationality. This study provides insight into three facets impacting middle school mathematics teachers’ instructional decision making with regards to CCSS-MP1 and CCSS-MP3. First with regards to teacher disposition, a facilitative role using a problem solving approach is preferred. Secondly, curricular choices are made directly tied to the teachers’ MKT. Finally, although the teachers recognized that they had certain obligations to the institution, they also held the belief that the institution was obligated to them as well. The two main obligations required from the institution were the need for professional development provided by the district and appropriate resources that promote problem solving and communication. These results suggest the need for professional development for in-service and preservice teachers in the facilitative approach to mathematics instructions, more time for teachers to work collaboratively in professional learning communities (PLCs), professional development for district administrators, board members and parents with regards to a more rigorous and investigative approach to mathematics instruction.
Karl Kosko (Committee Co-Chair)
Joanne Caniglia (Committee Co-Chair)
Jay Jahangiri (Committee Member)
233 p.
Mathematics Education; Middle School Education; Teacher Education; Teaching
Common Core State Standards for Mathematical Practice; middle school mathematics; teacher disposition; professional practices; Mathematical Knowledge for Teaching; practical rationality; professional development

Recommended Citations

Citations

  • Sobolewski-McMahon, L. M. (2017). THE INFLUENCES OF MIDDLE SCHOOL MATHEMATICS TEACHERS’ PRACTICAL RATIONALITY ON INSTRUCTIONAL DECISION MAKING REGARDING THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICES [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499089403680548

    APA Style (7th edition)

  • Sobolewski-McMahon, Lauren. THE INFLUENCES OF MIDDLE SCHOOL MATHEMATICS TEACHERS’ PRACTICAL RATIONALITY ON INSTRUCTIONAL DECISION MAKING REGARDING THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICES. 2017. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1499089403680548.

    MLA Style (8th edition)

  • Sobolewski-McMahon, Lauren. "THE INFLUENCES OF MIDDLE SCHOOL MATHEMATICS TEACHERS’ PRACTICAL RATIONALITY ON INSTRUCTIONAL DECISION MAKING REGARDING THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICES." Doctoral dissertation, Kent State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499089403680548

    Chicago Manual of Style (17th edition)

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© 2017, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.