An Exploratory Case Study of Number Talk–Focused Professional Development: Examining Changes in Elementary Teachers’ Mental Addition Strategies and Sensemaking of Students’ Mathematical Thinking in Antigua and Barbuda.

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dc.contributor.advisorRobin Anderson, Chair
dc.contributor.advisorSunghwan Byun, Member
dc.contributor.advisorTemple Walkowiak, Member
dc.contributor.advisorErin Krupa, Member
dc.contributor.authorDavid, Orna
dc.date.accepted2026-08-04
dc.date.accessioned2026-08-05T12:30:26Z
dc.date.available2026-08-05T12:30:26Z
dc.date.defense2026-05-08
dc.date.issued2026-05-08
dc.date.released2026-08-05
dc.date.reviewed2026-05-21
dc.date.submitted2026-05-18
dc.degree.disciplineLearning and Teaching in STEM
dc.degree.leveldissertation
dc.degree.nameDoctor of Philosophy
dc.identifier.otherdeg46687
dc.identifier.urihttps://www.lib.ncsu.edu/resolver/1840.20/47000
dc.titleAn Exploratory Case Study of Number Talk–Focused Professional Development: Examining Changes in Elementary Teachers’ Mental Addition Strategies and Sensemaking of Students’ Mathematical Thinking in Antigua and Barbuda.

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