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Mathematics Standards-based Instruction
Dissertation   Open access

Mathematics Standards-based Instruction

Dana Sammons Boddy
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2011

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Abstract

The best method for delivery of mathematics instruction has been a contentious topic of debate among educators, researchers, politicians, and parents for years. Currently, The National Council of Teachers of Mathematics (NCTM), a major influence in mathematics education, recommends using Standards-based Instruction. Standards-based Instruction is very different from traditional methods of instruction and requires a change in the deeply held beliefs that teachers have about how to teach mathematics and how students learn mathematics (Ernest, 1988). This study's conceptual framework was grounded in constructivism as an implementation base for influencing teachers' perception of self-efficacy. The purpose of this research study was to investigate the influence that a university-sponsored tutoring program had on a teacher's perception of cognition, self-efficacy, and self-reported instructional practices. The method used for the evaluation of this tutoring program's influence included a quantitative analysis of the preassessment and postassessment data. A paired-samples t test was used to determine significant mean differences. The results indicated that a teacher's involvement with a standards-based curriculum influenced the teacher's perception of cognition and self-efficacy required to implement such a curriculum. However, the results also indicated that the tutoring program did not influence the teacher's self-reported instructional practices. Recommendations for furthering the influence on a teacher's perception of self-efficacy and future research are suggested.
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