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How does the implementation of Math in Focus affect the way teachers make decisions about teaching methods?

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dc.contributor.advisor Paddack, Megan
dc.contributor.author Bergeron, Samantha
dc.date.accessioned 2014-04-10T13:47:26Z
dc.date.available 2014-04-10T13:47:26Z
dc.date.issued 2013-12-18
dc.identifier.uri http://hdl.handle.net/10474/2455
dc.description.abstract This study addressed the question, how the implementation of Math in Focus affects the way teachers make decisions about their teaching methods. For this qualitative study, I conducted interviews with four New Hampshire middle school math teachers who had recently begun using a new mathematics program in their classrooms. Math in Focus is a Singapore curriculum that is based on the Common Core State Standards, which have been recently adopted by New Hampshire schools. Using open coding and themes, I found three overlying conclusions from my data analysis. The factors affecting teacher’s methods the most were: the type of classroom design, the depth of gaps to be filled in students’ background knowledge, and the teacher’s years of classroom experience. I was able to conclude that a new program will change teaching methods, but there are other factors influencing their teaching practices, such as standards changes and types of learners. (Author abstract) en_US
dc.format.extent 331957 bytes en_US
dc.language.iso en_US en_US
dc.publisher Southern New Hampshire University en_US
dc.relation.requires Adobe Acrobat Reader en_US
dc.rights Author retains all ownership rights. Further reproduction in violation of copyright is prohibited en_US
dc.title How does the implementation of Math in Focus affect the way teachers make decisions about teaching methods? en_US
dc.type Conference Paper en_US
dc.description.bibliographicCitation Bergeron, S. (2013). How Does the implementation of Math in Focus affect the way teachers make decisions about teaching methods? Retrieved from http://academicarchive.snhu.edu en_US
dc.digSpecs PDF/A-1b en_US
dc.format.mediaType application/pdf en_US
dc.rightsHolder Bergeron, Samantha


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