Designing presentation tools: A window into mathematics teacher practice
Abstract
The present study investigated how middle-school mathematics teachers changed their practice by examining the design process used for tools (e.g., scoring rubrics) in their classrooms. Specifically, the study examined the presentation tools designed by three teachers. The presentation tools were used in conjunction with student whole-class presentations of solutions to complex, collaborative problem solving activities referred to as model-eliciting activities. The activities required students to produce an explanation, method, description, or prediction for a real-world client in a small group. Students wrote their solution in the form of a letter that was presented to the class orally. The study resulted in the design of models that can be used to examine the types of tools designed, the purposes for the tools, and the evidence for changes in teacher practice. The study also elaborated on the potential for design research to be used as a method for investigating the design of tools for practice as well as developing theoretical knowledge about practice. In particular, design research was used in conjunction with a models and modeling perspective to accomplish this goal.
Degree
Ph.D.
Advisors
Lesh, Purdue University.
Subject Area
Mathematics education|Secondary education
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