A grounded theory study explaining teachers' instructional decision-making on mathematics fact fluency for students with a mathematics learning disability
| العنوان: | A grounded theory study explaining teachers' instructional decision-making on mathematics fact fluency for students with a mathematics learning disability |
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| المؤلفون: | Rudd, Awilda Soto |
| Call Numbers: | LC4019 .R84 2019eb |
| وصف مادي: | 1 online resource (186 pages) |
| مستخلص: | The purpose of this systematic grounded theory study was to explain the process teachers undergo when making instructional decisions on mathematics fact fluency for students with a learning disability in mathematics (MLD). The study focuses on revealing the factors, influencers, and knowledge that teachers negotiate to make instructional decisions. These constructs are necessary to understand and explain as the field of mathematics looks to improve the use of evidence-based instructional practices for students with MLD. There are currently no studies that provide an in-depth understanding of teachers' decision-making within the construct of instructional decisions in mathematics fact fluency for students with MLD. Furthermore, there is no model or theory that explains decision-making in special education mathematics practices. The conceptual framework that guides this study is a synthesis of the theories used to explain decision-making in education: behaviorism, affirmation theory, concerns-based adoption model, and growth mindset. The study was open to licensed educators and tutors who teach mathematics to students with MLD in the United States. Data was collected from interviews, responses to vignettes, and student profile examinations. Data was analyzed using systematic grounded theory data analysis procedures and themes of the model form the structure of the theory, which was developed from the data. The resulting theory explains teachers' decision-making as a process focused on students passing the end of year test. All teachers experience the same influencers (i.e., curricula, pacing guides, school and district initiatives): however, the difference in their decision making lies on their perceived autonomy or perceived diminished autonomy. Implications for further research are also included. |
| الموضوعات: | Students with disabilities Case studies. Study and teaching (Elementary) Southern States, Students with disabilities Case studies. Study and teaching (Middle school) Southern States, Mathematics Case studies. Study and teaching (Elementary) Southern States, Mathematics Case studies. Study and teaching (Middle school) Southern States, Acalculia., Decision making., Educational leadership., Dyscalculia, Decision Making, Mathématiques Études de cas. Étude et enseignement (École moyenne) États-Unis (Sud), Acalculie., Prise de décision., Leadership en éducation., decision making., Acalculia, Decision making, Educational leadership, Mathematics Study and teaching (Elementary), Mathematics Study and teaching (Middle school), Southern States |
| مصطلحات الفهرس: | Mathematics Fact Fluency, Mathematics Learning Disability, MLD, Dyscalculia, Accuracy, Automaticity, Teacher's Decision-making, Academic Dissertation, dissertations., Academic theses, Case studies, Academic theses., Thèses et écrits académiques. |
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| الاتاحة: | Open access content. Open access content |
| ملاحظة: | Includes bibliographical references (leaves 147-172). |
| Other Numbers: | VLB oai:digitalcommons.liberty.edu:doctoral-3161 https://digitalcommons.liberty.edu/doctoral/2102 https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=3161&context=doctoral 1106370474 Southern States |
| المصدر المساهم: | From OAIster®, provided by the OCLC Cooperative. |
| رقم الانضمام: | edsoai.on1106370474 |
| قاعدة البيانات: | OAIster |
| الوصف غير متاح. |