Theses and Dissertations

Date of Award

12-2023

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Mathematics

First Advisor

Jenq-Jong Tsay

Second Advisor

Hyung Kim

Third Advisor

Aaron Wilson

Abstract

Mathematical tasks are vital in active learning, especially in situated learning. Adequate selection and appropriate implementation of tasks are steps toward success in engaging students for active learning. This study explored how a professional development (PD) workshop influences teacher participants’ capabilities in selecting, redesigning, implementing, and reflecting on mathematical tasks to promote situated and active learning. The teacher participants were Algebra 1 teachers from a South Texas secondary school. During the workshop, participants developed and implemented activities after being shown situated learning strategies to promote student-centered learning. They were required to design hypothetical dialogues to simulate their class practice before implementation. All participants were required to have two cycles of implementation and reflection on their practice during follow-up interviews. Data was collected through baseline interviews, participants’ hypothetical dialogues during the workshop, post-implementation reflection interviews, and exit interviews, and it was analyzed via a constant comparative method for the thematic conclusion to the research questions. The baseline data shows that three participants disclosed competency-driven educational goals, such as communication and reasoning, but only one could specify concrete teaching examples. The last participant declared a procedural drill educational goal and provided an example of how she did to train her students. Two participants were able to complete two cycles of implementations and reflections. Findings indicate that only the teacher with competency-driven educational goals and a toolbox of interactive hook strategies in place made tremendous progress on her implementation toward situated learning. Furthermore, possible factors relating to why the other participant failed to make progress were discussed, including the participant’s educational orientation, interactive hooks in place, support from lesson experiments, and the campus’ cultural routine obstacles.

Comments

Copyright 2023 Luis Román Sauceda. All Rights Reserved.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/dissertations-theses/case-studies-algebra-1-teachers-selection/docview/2928146565/se-2?accountid=7119

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