Date of Award
2015
Document Type
Dissertation
Publication Status
Version of Record
Submission Date
October 2026
Thesis/Dissertation Advisor [Chair]
Burnaford, Gail
Abstract
This qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an understanding of the nature and function of the socio- academic spaces that teachers create in planning for and delivering instruction. The study revealed that as teachers interact independently with the curriculum, they create spaces for analysis and reflection. In addition, as they interact with their students around the curriculum, they create spaces for their students to practice, to make connections, to communicate, and to apply and experience math.
Extent
300 p.
Recommended Citation
Cook, Karen, "Understanding how national board certified secondary mathematics teachers integrate academic and social knowledge of students into their practice" (2015). Electronic Theses and Dissertations 2010 - 2019. 1363.
https://digitalcommons.fau.edu/etd_general_6/1363
Identifier
FA00004357
Comments
Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2015.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.