Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher

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Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher is written by Limin Jao and published by . It's available with International Standard Book Number or ISBN identification 0494596562 (ISBN 10) and 9780494596562 (ISBN 13).

This study examined how an elementary teacher fostered student mathematical understanding and the strategies that she used to help students learn mathematical concepts. A case study of a Grade 1 teacher is described based on qualitative data from interviews and classroom observation sessions using a peer coaching model.The evidence from the study suggests that this teacher benefited from professional development opportunities to gain deeper insights regarding her teaching practices. There were five major findings: (1) enthusiasm for improving her practices was necessary to successfully meet her goals; (2) this teacher's role in the classroom was important to facilitate the construction of knowledge; (3) the classroom was an environment where her students felt safe; (4) a variety of tasks and strategies that students of varied abilities, interests and aptitudes can enjoy were used; and (5) multiple representations (including the use of manipulatives) were used to scaffold the construction of knowledge.