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Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom

Morton, Brian L

Abstract Details

2013, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
The purpose of this study is to create an empirically based theoretic model of change of the use and treatment of representations of functions with the use of Connected Classroom Technology (CCT) using data previously collected for the Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) project. Qualitative analysis of videotapes of three algebra teachers’ instruction focused on different categories thought to influence teaching representations with technology: representations, discourse, technology, and decisions. Models for rating teachers low, medium, or high for each of these categories were created using a priori codes and grounded methodology. A cross case analysis was conducted after the completion of the case studies by comparing and contrasting the three cases. Data revealed that teachers’ decisions shifted to incorporate the difference in student ideas/representations made visible by the CCT into their instruction and ultimately altered their orientation to mathematics teaching. The shift in orientation seemed to lead to the teachers’ growth with regards to representations, discourse, and technology.
Azita Manouchehri, Dr. (Advisor)
Douglas Owens, Dr. (Advisor)
529 p.

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Citations

  • Morton, B. L. (2013). Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373903545

    APA Style (7th edition)

  • Morton, Brian. Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom. 2013. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1373903545.

    MLA Style (8th edition)

  • Morton, Brian. "Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom." Doctoral dissertation, Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373903545

    Chicago Manual of Style (17th edition)