Publication Date
8-2020
Date of Final Oral Examination (Defense)
6-30-2020
Type of Culminating Activity
Thesis
Degree Title
Master of Science in Mathematics Education
Department
Mathematics
Major Advisor
Joe Champion, Ph.D.
Advisor
Laurie Cavey, Ph.D.
Advisor
Lindsey Yundt, M.A.
Advisor
Angela Crawford, Ed.D.
Abstract
This study explores beliefs about effective mathematics instruction among middle grades teachers of mathematics. Using prior syntheses of research on instructional practices linked to students’ mathematics achievement, the conceptual framework draws on features and strategies associated with Explicit Attention to Concepts (EAC) and Student Opportunities to Struggle (SOS). Data sources include mathematics teachers’ self-reported priorities, comfort, and frequency of implementing EAC and SOS strategies, as well as the participants’ teaching context and school demographics. Participants include 98 full-time Grades 6-8 mathematics teachers from 22 districts, and 34 schools in southwest and central Idaho. Findings include positive correlations among EAC and SOS beliefs, comfort, and frequency of implementation, as well as differences across school settings, years of experience, and number of distinct mathematics courses taught.
DOI
10.18122/td/1722/boisestate
Recommended Citation
Dale, Lauren A., "Beliefs About Effective Instructional Practices Among Middle Grades Teachers of Mathematics" (2020). Boise State University Theses and Dissertations. 1722.
10.18122/td/1722/boisestate
Included in
Educational Methods Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons