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Teachers' instructional practices within connected classroom technology environment to support representational fluency

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  1. Tez No: 402038
  2. Yazar: YASEMİN GÜNPINAR
  3. Danışmanlar: DR. STEPHEN PAPE
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2014
  8. Dil: İngilizce
  9. Üniversite: University of Florida
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 230

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Özet (Çeviri)

The purpose of this study was to compare the ways that teachers use Connected Classroom Technology (CCT) to potentially support achievement on translation problems that require moving from one representation to another. Representational fluency is essential for students' mathematical conceptual understanding. Previous research has studied how communication and technologies serve as instructional strategies that may separately support how students develop representational fluency. However, students often leave schools without obtaining these abilities (e.g., Herman, 2007). This dissertation extends prior research by examining how communication in CCT environments may improve students' representational fluency abilities in mathematics classes. Four mathematics classrooms were chosen based on their gain scores on translation problems in algebra pre- and posttest examinations. The classrooms chosen were the two with the highest and the two with lowest gain scores among the classrooms with pre-test scores that were below 50%. This study used video-recorded observational data from each classroom to examine the similarities and differences of classrooms where teachers used CCT. This study analyzes the general classroom description, psychological environments, and general teaching approaches as well as each teacher's representational practices. It then identifies and details representational fluency themes, focusing on how fluency is practiced in effective and less effective classrooms. This study found that both teachers in effective classrooms created environments wherein students could interpret representations by linking them to real-world scenarios; moreover, these students used multiple representations simultaneously and translate between representations through discussion. Additionally, the students and teachers co-constructed different translations. Contrastingly, it shows that teachers in less effective classrooms fostered environments wherein students interpreted representations superficially, used representations independently, and missed opportunities to translate representations through discussion. Students in less effective classrooms generally observed translations. Implications for the results, including this study's limitations and further research are discussed.

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