Elementary school teacher's belief about developmentally appropriate tasks in mathematics

Abstract

The Florida Department of Education's Next Generation Sunshine State Standards were adopted in 2008 as a means of increasing the rigor of mathematics learning and teaching mathematics to depth. In this study teachers' beliefs about developmentally appropriate tasks were examined through a web-based survey. Participants' responses to the survey were compared to the Florida Department of Education's Next Generation Sunshine State Standards. These standards were created in accordance to the 2006 National Council of Teachers of Mathematics Curriculum Focal Points in Mathematics Prekindergarten through Grade 8. This study included 25 teachers from a large metropolitan school district in Florida. Results demonstrate that a difference does exist between teachers' beliefs regarding when certain tasks should appear in the curriculum and what is advocated by the Next Generation Sunshine State Standards. Teachers' demographic information such as years of experience, employment by Title 1 school, and number of different grades taught, were not found to be significant predictors of their responses to prompts regarding developmentally appropriate tasks.

Notes

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Thesis Completion

2009

Semester

Spring

Advisor

Andreasen, Janet B.

Degree

Bachelor of Science (B.S.)

College

College of Education

Degree Program

Elementary Education

Subjects

Dissertations, Academic -- Education;Education -- Dissertations, Academic

Format

Print

Identifier

DP0022395

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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