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Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis

Harrison, Jennifer Lynn
http://rave.ohiolink.edu/etdc/view?acc_num=osu1330478531

Abstract Details

2012, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Mathematics education literature supports the complex process of prospective secondary mathematics teacher (PSMT) learning and development, the impact of beliefs on PSMT learning and development, and the lack of demonstrated mathematics classroom practice supported by current constructivist reform perspectives referred to as learner-responsive pedagogy in this dissertation. The purpose of this research was to both explicitly impact and explore the process of the development of beliefs and classroom practice for a small group of PSMTs through a Teacher Development Experiment (TDE) methodology. Using the TDE methodology as a guide, the objective of the researcher was to purposefully work to help PSMTs develop beliefs and classroom practice aligning with learner-responsive perspectives. Eight PSMTs in a 5-quarter graduate teacher education program at a large Midwestern university participated in this research. The researcher acted as an instructor for the PSMTs’ first mathematics methods course and as their university supervisor throughout all field placement experiences in the teacher education program. Guided by literature supporting methods for impacting belief development and teacher learning through a focus on student thinking, the supervisor provided support to increase opportunities for PSMTs to develop beliefs and classroom practice aligning with learner-responsive approaches. Extensive qualitative data were collected throughout the PSMTs’ mathematics methods course and field placement experiences. These data include: reflective writings from readings, field placement observations, and field placement teaching experiences; field notes from observations of PSMTs’ classroom practice; transcribed discussions before and after classroom practice observations; transcribed discussions from small group discussions; feedback provided by the researcher on lesson plans and reflective writing; and responses to a final interview. Quantitative data in the form of a Likert-survey for beliefs related to teaching and learning in mathematics were analyzed along with qualitative data to develop case studies of development of beliefs and classroom practice for three of the eight PSMTs. Through analysis of individual PSMT learning in each case as well as a cross case analysis, factors influencing PSMT development of beliefs and classroom practice aligning with learner-responsive perspectives were found. The cases supported the influence of enactive mastery experiences, over vicarious experiences or verbal persuasion, on PSMTs beliefs and classroom practice. Differences in enactive mastery experiences for teacher-centered or learner-responsive perspectives resulted in a demonstration of differing belief development. The cases also demonstrated a relationship between PSMTs’ ability to elicit, attend to, interpret, and decide how to use student thinking in their instruction and their development of beliefs and classroom practice. Findings from this research suggest the importance of explicit consistent supervisor and university support for specific types of experiences for PSMTs to influence the development of their beliefs and classroom practice to align with learner-responsive pedagogy. This supports the importance of an explicit focus on consistent teacher models and support for learner-responsive perspectives and practice in teacher education programs as well as further research on developing research-based models of student learning of secondary mathematics concepts to help PSMTs focus more deeply on student thinking.
Patricia Brosnan, PhD (Advisor)
Michael Battista, PhD (Committee Member)
Karen Irving, PhD (Committee Member)
439 p.
Mathematics Education
teacher beliefs; student thinking; prospective secondary mathematics teacher

Recommended Citations

Citations

  • Harrison, J. L. (2012). Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330478531

    APA Style (7th edition)

  • Harrison, Jennifer. Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis. 2012. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1330478531.

    MLA Style (8th edition)

  • Harrison, Jennifer. "Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis." Doctoral dissertation, Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330478531

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.