A Case Study of An Experienced vs. A Novice Teacher in the Implementation of a New Intermediate Algebra Curriculum

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Title: A Case Study of An Experienced vs. A Novice Teacher in the Implementation of a New Intermediate Algebra Curriculum
Author: Patterson, Nikita Collins
Advisors: Dr. Lee V. Stiff, Committee Member
Dr. Ernie Stitzinger, Committee Member
Dr. Karen S. Norwood, Committee Chair
Dr. Glenda Carter, Committee Member
Abstract: The mathematics education community, in its call for reform, underscores the importance of mathematics instruction emphasizing the use of multiple representations in the presentation of concepts. One focus of the study was to determine if and how students' beliefs and attitudes towards technology change as a result of studying quadratic equations using multiple (algebraic, graphical, tabular) representations. Another focus of the study was how teacher beliefs affect their ability to implement a multiple representations curriculum. The novice instructor's attitude remained neutral while the experienced instructor's attitude remained somewhat positive. Of the eight students in the study, six of them showed a more positive attitude towards technology use and multiple representations by the end of the semester. The students increased their calculator use in both classes, particularly in the experienced teacher's class. The teachers had the greatest impact on the students' preferences for a particular representation and ease of technology use. Other factors were students' lack of confidence in technology use, and the structure of the tests. Implications for further research were that that teacher training is essential if reform curricula are to be properly implemented.
Date: 2002-08-19
Degree: PhD
Discipline: Mathematics Education
URI: http://www.lib.ncsu.edu/resolver/1840.16/5127


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