Teacher Practices, Beliefs, and Conceptual Understanding of Mathematics: A Phenomenological Case Study of Teachers Instructing Mathematically Gifted and Promising Students

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Weiss, C. (2022). Teacher Practices, Beliefs, and Conceptual Understanding of Mathematics: A Phenomenological Case Study of Teachers Instructing Mathematically Gifted and Promising Students. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

ABSTRACTCHRISTINE H. WEISS. Teacher Practices, Beliefs, and Conceptual Understanding of Mathematics: A Phenomenological Case Study of Teachers Instructing Mathematically Gifted and Promising Students. (Under the direction of DR. DREW POLLY)Students in the United States are not achieving in mathematics as indicated on the NAEP (2019) exams and other measurements of student achievement (NCES, 2019; OECD, 2019; O’Dwyer, et al., 2015). Mathematically gifted and promising students are especially impacted by this phenomenon, though it is not exactly known what factors contribute to successful teachers of these students. This phenomenological case study focused on the beliefs, instructional practices, and conceptual understanding of mathematics of five teachers in a public charter school for gifted students. Data sources collected included semi-structured interviews, classroom observations, and questionnaires based on Swan’s (2006) practices and beliefs research with effective mathematics teachers. To better understand these phenomena, two conceptions of giftedness served as the lenses for this study: Renzulli’s Three-Ring Model (1978) and Gagné’s Differentiated Model of Giftedness and Talent (1985). Using an interpretive phenomenological analysis several themes emerged in response to each research question. Findings for instructional practices indicated that teachers used both student-centered and teacher-centered practices and consistently utilized differentiated groupings. Additionally, teacher participants believe that gifted students possess both positive traits and challenges, and specifically for math, believe that sense-making is key, and math is a subject students should enjoy. Teachers also noted that school and home environments impact access to an equitable mathematics education for children. Teachers’ conceptual understanding of mathematics is guided by their ongoing practice, the curriculum, and math experiences prior to teaching. These findings indicate the importance of ongoing training and professional development in mathematics and gifted education, as well as the recruitment and retention of teachers who possess a strong conceptual understanding of mathematics, a passion for the subject, and a student-centered approach to teaching. Keywords: mathematically gifted and promising, instructional practices, beliefs, equitable access, teachers’ conceptual understanding of mathematics  

Details
Author

Weiss, Christine

Title

Teacher Practices, Beliefs, and Conceptual Understanding of Mathematics: A Phenomenological Case Study of Teachers Instructing Mathematically Gifted and Promising Students

Physical Description

1 online resource (201 pages) : PDF

Date

2022

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

ABSTRACTCHRISTINE H. WEISS. Teacher Practices, Beliefs, and Conceptual Understanding of Mathematics: A Phenomenological Case Study of Teachers Instructing Mathematically Gifted and Promising Students. (Under the direction of DR. DREW POLLY)Students in the United States are not achieving in mathematics as indicated on the NAEP (2019) exams and other measurements of student achievement (NCES, 2019; OECD, 2019; O’Dwyer, et al., 2015). Mathematically gifted and promising students are especially impacted by this phenomenon, though it is not exactly known what factors contribute to successful teachers of these students. This phenomenological case study focused on the beliefs, instructional practices, and conceptual understanding of mathematics of five teachers in a public charter school for gifted students. Data sources collected included semi-structured interviews, classroom observations, and questionnaires based on Swan’s (2006) practices and beliefs research with effective mathematics teachers. To better understand these phenomena, two conceptions of giftedness served as the lenses for this study: Renzulli’s Three-Ring Model (1978) and Gagné’s Differentiated Model of Giftedness and Talent (1985). Using an interpretive phenomenological analysis several themes emerged in response to each research question. Findings for instructional practices indicated that teachers used both student-centered and teacher-centered practices and consistently utilized differentiated groupings. Additionally, teacher participants believe that gifted students possess both positive traits and challenges, and specifically for math, believe that sense-making is key, and math is a subject students should enjoy. Teachers also noted that school and home environments impact access to an equitable mathematics education for children. Teachers’ conceptual understanding of mathematics is guided by their ongoing practice, the curriculum, and math experiences prior to teaching. These findings indicate the importance of ongoing training and professional development in mathematics and gifted education, as well as the recruitment and retention of teachers who possess a strong conceptual understanding of mathematics, a passion for the subject, and a student-centered approach to teaching. Keywords: mathematically gifted and promising, instructional practices, beliefs, equitable access, teachers’ conceptual understanding of mathematics  

Genre

doctoral dissertations

Subjects--Topics

Mathematics--Study and teaching
Gifted children--Education
Teachers--Training of

Degree

Ph.D.

Keywords

Equitable Access
Instructional Practices
Mathematically Gifted And Promising
Teacher Beliefs
Teacher Education
Teachers' Conceptual Understanding Of Mathematics

Subject Area

Curriculum & Instruction

Advisor(s)

Polly, Andrew

Committee Members

Good, Amy
Gilson, Cindy
Colonnese, Maddy
Anderson, Brittany

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2022.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Weiss_uncc_0694D_13024

Permalink

http://hdl.handle.net/20.500.13093/etd:2719