One Elementary Teacher's Struggle to Encourage Thinking in Her Mathematics Classroom: A Metaphorical Analysis (Qualitative, Case Study, Ethnographic)

This one year intense study of mathematics teaching and learning focussed on one elementary teacher who taught at a private school for about 25 children, aged 5-10 years old. About 100 hours of fieldnotes, audiotapes, and videotapes were made of this teacher's mathematics classroom and other in-school activities, such as teacher meetings. About 150 hours of audiotapes were made of out-of-school discussions between the teacher and the researcher. These discussions focussed on classroom observations, planning future lessons, evaluating the children's progress, and the teacher's beliefs about mathematics and mathematics teaching.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Brandau, Linda Iris

• Education, Mathematics

Identifier

(UMI)AAI8511584

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/68971