Abstract

To be economically competitive, U.S. citizens must be mathematically competent (Wang et al., 2010). However, students in the United States have consistently underperformed those in other industrialized nations in mathematics (Program for International Student Assessment [PISA], 2018), which threatens the economic health of the nation (Achieve, 2013; Auguste et al., 2009; Harbour et al., 2018; Mickelson et al., 2013). Federal education reform was implemented and failed to improve the mathematics achievement of U.S. pupils (Cheong Cheng, 2020). Researchers have found links between teacher knowledge and student achievement; however, factors mediate this relationship (Hatisauri & Erbas, 2017). As a result, non-significant and inconsistent research findings are common. The purpose of this phenomenological research study was to build an understanding of the meaning elementary mathematics educators with average mathematical knowledge for teaching in high-density Black schools (EMEs) ascribe to their instructional reasoning. The EMEs participated in an interview or focus group to explore their lived experiences and understand the essence of their instructional reasoning. The EME participating in this research accredited their instructional reasoning to their schemata for teaching and learning. The EMEs held schemata for how students learned mathematics, the availability or lack of resources available to teach mathematics, their knowledge of mathematics content progressions, and their understanding of students' knowledge. The EME schemata for teaching and learning must be understood to deepen the conceptualization of mathematical knowledge for teaching (MKT) and inform policymakers to enhance federal and state mandates and stakeholders interested in teacher development and training.

Notes

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Graduation Date

2021

Semester

Summer

Advisor

Martin, Suzanne

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Learning Sciences and Educational Research

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0008724;DP0025455

URL

https://purls.library.ucf.edu/go/DP0025455

Language

English

Release Date

August 2021

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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