Creating spaces for learning in the mathematics classroom: A phenomenological study of pre-service teachers.

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dc.contributor.advisorFleener, M. Jayne,en_US
dc.contributor.advisorHouser, Neil O.,en_US
dc.contributor.authorRichardson, Kerri Danielle.en_US
dc.date.accessioned2013-08-16T12:19:54Z
dc.date.available2013-08-16T12:19:54Z
dc.date.issued2005en_US
dc.description.abstractThe Pirie-Kieren model for the dynamical growth of mathematical understanding and Brent Davis' mathematical mentalities were used as inquiry guides for this study. The work of Pirie and Kieren offered a way to engage students in their thinking about their experiences with mathematics, while Davis' mentalities helped frame questions to explore students' phenomenological experiences of being with mathematics.en_US
dc.description.abstractThemes were selected as part of an emergence of student relationships during the course of the semester. Each theme was reflective of a relationship which seemed to have the most prevalence among student experiences. Themes emerged from data sources such as conversations, interviews, field notes, assignments, and classroom observations made by the researcher.en_US
dc.description.abstractThe findings indicate that meaningful experiences are important to students' ways of being in the world with mathematics. These experiences are discussed through emerging relationships such as folding back (Pirie & Kieren, 1994), language, relevance, and open-endedness. Other findings indicate ways to combine both theory and practice so that classroom teachers and mathematics educators may find value in the phenomenon of being in the world with mathematics.en_US
dc.description.abstractThis is a phenomenological study of the types of relationships which emerged with a group of elementary education majors. The phenomenon studied was "being in the world with mathematics" and the atmosphere in which the phenomenon was studied was that of a problem-centered learning environment containing pre-service teachers. Students in the environment were accustomed to conversation, exploration, and collaboration. The instructor of the course promoted a dynamic environment which enabled students to experience mathematics education from a variety of perspectives.en_US
dc.description.abstractImplications for mathematics education may best be discussed in terms of curriculum. These findings call for a different perspective to be taken concerning the mathematics curriculum of schools and universities. This perspective involves viewing mathematics as a space for Richness, Recursion, Relations, and Rigor (Doll, 1993) to occur. It is hoped that this study will enrich the mathematical conversations of a variety of individuals ranging from seasoned practitioners and theorists to first year teachers.en_US
dc.format.extentix, 127 leaves :en_US
dc.identifier.urihttp://hdl.handle.net/11244/909
dc.noteSource: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2145.en_US
dc.noteAdvisers: M. Jayne Fleener; Neil O. Houser.en_US
dc.subjectMathematics Study and teaching (Elementary)en_US
dc.subjectEducation, Mathematics.en_US
dc.subjectEducation, Teacher Training.en_US
dc.subjectStudent teachers.en_US
dc.thesis.degreePh.D.en_US
dc.thesis.degreeDisciplineDepartment of Instructional Leadership and Academic Curriculumen_US
dc.titleCreating spaces for learning in the mathematics classroom: A phenomenological study of pre-service teachers.en_US
dc.typeThesisen_US
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum
ou.identifier(UMI)AAI3179076en_US

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