Date of Award
8-23-2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Leadership
Advisor(s)
Duane Graysay
Abstract
Abstract This study aimed to investigate secondary mathematics teachers’ decision-making process and the influences of their decision-making as they planned and implemented instructions. Previous studies on teachers' use of curriculum materials have focused on the general interaction with the curriculum. The literature also indicates that curriculum materials significantly influence what mathematics content teachers cover and how they teach it (Drake & Sherin, 2006; Remillard & Byrans, 2004). Such materials include examples that, in mathematics teaching, play a vital role in developing mathematical concepts and procedures (Bills & Watson, 2008; Zodik & Zaslavsky, 2008). This literature has reported a limited understanding of how and why secondary mathematics teachers decide to follow, adapt, or omit examples from curriculum materials and sequence them in instruction. This understanding can provide insights into teachers' education programs, curriculum designers, and mathematics teachers. With those issues in mind, this study was designed to investigate the following questions: 1) How do teachers make decisions to follow, adapt, or omit examples and activities when planning their lessons? 2) Why do teachers decide to follow, adapt, or omit examples from curriculum materials? Participants were four mathematics teachers in the U.S. who teach in grades 7–12 and were using curricula that were new to them. This study employed a multiple case study research design to investigate the process and influences of mathematics teachers' decision-making. Data were collected using multiple sources, including survey responses, semi-structured teachers' decision-making, and artifacts created by the teachers. The data were analyzed mainly using thematic analysis (inductive and deductive methods) to identify emerging patterns. Results showed that teachers did not wholly follow or omit prescribed resources. Instead, they compared the prescribed resources with open online resources and other written material to supplement or modify the resources already planned. During implementation, they constantly formatively evaluated the effectiveness of the selected resources. The main influences on teachers’ decisions to follow, adapt, or omit resources were teachers’ experience and beliefs, students’ needs and perceived cognitive abilities, systemic influences, and teachers’ intentions to enhance students’ affective needs (such as motivation, engagement, and perceived relevance). The study sheds light on the complex process of planning, implementing, and evaluating the effectiveness of teaching resources moment-by-moment. It also underscores the need for teacher educators to equip pre-service teachers with skills to effectively observe students’ behaviors, interpret students’ work, and develop effective questioning techniques to explore students’ understanding. The study highlights the importance of reflective practice, professional development, and collaboration with colleagues to develop curriculum expertise continuously. Additionally, the study contributes to expanding Schoenfeld’s (2011) theoretical decision-making model, extending it to secondary mathematics teachers, and informing professional development efforts to support teachers in making informed and effective choices regarding the selection of curriculum materials and instruction strategies.
Access
Open Access
Recommended Citation
Nsadha, Emmanuel, "AN INVESTIGATION OF THE PROCESSES OF TEACHERS' DECISIONS TO CHOOSE AND SEQUENCE EXAMPLES IN THE TEACHING AND LEARNING OF MATHEMATICS" (2024). Dissertations - ALL. 2007.
https://surface.syr.edu/etd/2007
