Author : Carolyn M. Rhodes
Publisher :
ISBN 13 :
Total Pages : 101 pages
Book Rating : 4.:/5 (131 download)
Book Synopsis Effective Instructional Strategies and Teacher Perceptions in a Standards-based Mathematics Class by : Carolyn M. Rhodes
Download or read book Effective Instructional Strategies and Teacher Perceptions in a Standards-based Mathematics Class written by Carolyn M. Rhodes and published by . This book was released on 2008 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the alignment of teachers? perceptions of effective instruction strategies to their actual implementation in the classroom. To determine if the observed teaching methodologies were consistent with effective instructional strategies, this study took into consideration: (a) teacher perceptions of effective mathematics strategies, (b) mathematics strategies most frequently implemented, and (c) professional development activities and their effect on teacher perceptions about how to teach mathematics. Research has shown that not all mathematics teachers use the same teaching methods in their instructional delivery and that professional development plays a crucial role in teachers knowing how to use ?best practices? in their instructional techniques. When professional development is not consistent and sustaining, instruction is not constant, which leaves gaps in students? education across grade levels. Instruction must be targeted and effective to make an impact on achievement. This study examined whether or not that research was valid in a specific intermediate school. The researcher developed a survey, to be completed by 10 mathematics teachers, to determine the level of mathematical practices being implemented in the classroom. The data from the survey were compared to the data collected by the research assistant to include formal lesson observations using a teacher observation checklist of ?best practice? in mathematics instruction. Additional data collected from the pre-observation and post-observation interviews by the research assistant were used to study the instructional delivery of a mathematics lesson. To determine the impact of professional development on instruction, archival records were also analyzed by the research assistant. The results of this study confirmed the research in two areas. Not all teachers are equally trained in effective instructional mathematics strategies, and because professional development is not consistent, instructional delivery within a grade level varies which leads to inconsistent teaching practices within a grade level.