Degree Date

12-1998

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Curriculum and Social Inquiry

First Advisor

Judith Zawojewski

Second Advisor

Diane Salmon

Third Advisor

Teresa Pigott

Abstract

This is an interpretive study that investigates the nature of the issues, dilemmas, and successes of planning and implementing a mathematics program with minimal reference to grade-level designations in a multiage classroom setting of fourth—and fifth-grade students.

The study focused on how one teacher conceptualized, designed, and structured a mathematics curriculum. An analysis of over 60 hours of interviews conducted over six months revealed a teacher who integrated her knowledge of elementary mathematics with her knowledge and practice of teaching and learning theories, mathematical understanding, curriculum perspectives, and classroom management. This integration is explained through a conceptual framework of the interaction of three domains the teacher generates: knowledge of learners, knowledge of mathematics, and knowledge of mathematical resources and tools. This interaction created a classroom mathematical atmosphere that was not dependent on grade-level texts or orientations. This framework allowed the teacher to adapt to diverse student learning styles and developmental differences. She implemented a mathematics program that can provide a model for multiage teachers as well as teachers of other classroom situations who are looking for and believe that mathematics instruction can be provided with a de-emphasis on sequential grade-level texts and an emphasis on the development of students with a diverse range of understanding and learning styles.

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