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Brigham Young University - Provo
The Nature and Frequency of Mathematical Discussion During Lesson Study That Implemented the CMI Framework
Abstract
dc:description.abstractDuring a year-long professional development, the faculty members at an elementary school received instruction on mathematics and how to use the Comprehensive Mathematics Instruction framework. The instruction and the framework were consistent with the standards suggested by the National Council of Teacher of Mathematics (2000). This thesis analyzes the mathematical language used by three fifth-grade teachers who participated in lesson study to create a research lesson based upon the Comprehensive Mathematics Instruction framework.
Degree
thesis:*- Name thesis:degree_name
- MA
- Grantor dc:publisher
- Brigham Young University - Provo
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Glaze, Andrew Ray
Subjects
dc:subject × 5Rights
- Language dc:language
- English
Identifiers
dc:identifier.*- Repository record dc:identifier
- https://scholarsarchive.byu.edu/etd/737
- OAI identifier oai:identifier
- oai:scholarsarchive.byu.edu:etd-1736