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
Identifier
DP0022395
Language
English
Access Status
Open Access
Length of Campus-only Access
None
Document Type
Honors in the Major Thesis
Recommended Citation
Romero, Cynthia L., "Elementary school teacher's belief about developmentally appropriate tasks in mathematics" (2009). HIM 1990-2015. 854.
https://stars.library.ucf.edu/honorstheses1990-2015/854