Abstract
During a year-long professional development, the faculty members at an elementary school received instruction on mathematics and how to use the Comprehensive Mathematics Instruction framework. The instruction and the framework were consistent with the standards suggested by the National Council of Teacher of Mathematics (2000). This thesis analyzes the mathematical language used by three fifth-grade teachers who participated in lesson study to create a research lesson based upon the Comprehensive Mathematics Instruction framework.
Degree
MA
College and Department
Physical and Mathematical Sciences; Mathematics Education
Rights
http://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Glaze, Andrew Ray, "The Nature and Frequency of Mathematical Discussion During Lesson Study That Implemented the CMI Framework" (2006). Theses and Dissertations. 737.
https://scholarsarchive.byu.edu/etd/737
Date Submitted
2006-07-14
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd1451
Keywords
professional development, lesson study, research lesson, elementary school mathematics
Language
English