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

Supervisory Committee Chair

Joe Champion, Ph.D.

Supervisory Committee Member

Laurie Cavey, Ph.D.

Supervisory Committee Member

Lindsey Yundt, M.A.

Supervisory Committee Member

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

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