De-Emphasizing Grade-Level Identities: A Case Study of Mathematics Instruction in an Intermediate Elementary Multiage Classroom

<p>This is an interpretive study that investigates the nature of the issues, dilemmas, and successes of planning and implementing a mathematics program with minimal reference to grade-level designations in a multiage classroom setting of fourth—and fifth-grade students.</p> <p>The study focused on how one teacher conceptualized, designed, and structured a mathematics curriculum. An analysis of over 60 hours of interviews conducted over six months revealed a teacher who integrated her knowledge of elementary mathematics with her knowledge and practice of teaching and learning theories, mathematical understanding, curriculum perspectives, and classroom management. This integration is explained through a conceptual framework of the interaction of three domains the teacher generates: knowledge of learners, knowledge of mathematics, and knowledge of mathematical resources and tools. This interaction created a classroom mathematical atmosphere that was not dependent on grade-level texts or orientations. This framework allowed the teacher to adapt to diverse student learning styles and developmental differences. She implemented a mathematics program that can provide a model for multiage teachers as well as teachers of other classroom situations who are looking for and believe that mathematics instruction can be provided with a de-emphasis on sequential grade-level texts and an emphasis on the development of students with a diverse range of understanding and learning styles.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Curriculum and Social Inquiry

Year dc:date.available

1998

Author dc:creator

• OConnor, Kevin

Contributors dc:contributor

• Judith Zawojewski
• Diane Salmon
• Teresa Pigott

• multiage
• elementary
• mathematics
• case-study
• grade-level
• curriculum
• Curriculum and Instruction

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/823

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1882