Abstract

Research has shown that the focus of mathematics student teaching programs is typically classroom management and non-mathematics specific teaching strategies. However, the redesigned BYU student teaching structure has proven to help facilitate a greater focus on mathematics-specific pedagogy and student mathematics during post-lesson reflection meeting conversations. This study analyzed what specific principles of NCTM’s standards of effective teaching were discussed in the reflection meetings of this redesigned structure. This study found that the student teachers extensively discussed seven of the eight principles NCTM considers to be necessary for effective mathematics teaching. Other pedagogical principles pertaining to student mathematical learning not included in NCTM’s standards of effecting teaching were also discussed, as well as the student teachers’ own understanding of mathematics. Behavior was discussed very little. This study also provides insights into how mathematics student teaching can be further restructured to assure that mathematics student teachers can leave their student teaching programs ready to implement the principles of effective teaching in their own classrooms.

Degree

MA

College and Department

Physical and Mathematical Sciences; Mathematics Education

Rights

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

Date Submitted

2016-03-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd8386

Keywords

Conversations, Classroom Management, Mathematics, Effective Teaching, Student Teaching Structure, Reflection, Teacher Education, Opportunity to Learn

Included in

Mathematics Commons

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