Abstract

Task-based instruction has been a promising method of instruction advocated by mathematics education researchers over the past twenty years. However traditional curricula constitute a majority of the curricula utilized in the United States. The purpose of this study is to identify the problems reform oriented novice teachers face when utilizing a traditional curriculum to plan task-based lessons. In order to identify these problems three novice teachers' interactions with curricula were observed and characterized using the frameworks of past researchers. Through analysis of teachers' textbook interaction practices it was found that teachers struggled to plan task-based lessons due to issues encountered finding/constructing mathematical tasks, and due to problems associated with being naturally oriented toward procedures while utilizing a traditional curriculum.

Degree

MA

College and Department

Physical and Mathematical Sciences; Mathematics Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2015-07-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd7951

Keywords

traditional curriculum, reform instruction, reform curriculum, lesson planning, novice mathematics teachers

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