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ETD Abstract Container

Abstract Header

Theorizing Teaching Practices in Mathematical Modeling Contexts Through the Examination of Teacher Scaffolding

Lewis, Stephen Thomas
http://rave.ohiolink.edu/etdc/view?acc_num=osu1531946817022931

Abstract Details

2018, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
The purpose of this study was to examine the reflexive ways in which tensions between desired academic perspectives and life experiences, which are brought forth by learners when dealing with modeling contexts, are addressed by teachers so to advance learners’ modeling capacity. In particular I examined the activities of one 11th grade pre-calculus teacher as she attempted to establish a classroom culture of mathematical modeling. Of interest was unpacking how learners were enculturated into a mathematical modeling practice, and ways that the teacher’s enacted view of modeling advanced the development of both modeling capacity and curricular knowledge. The multiple lenses of ethnomathematics (D’Ambrosio, 1985) and in particular ethnomodeling (Orey & Rosa, 2010) coupled with linguistic discourse analysis (Bloome et al, 2010) were utilized to more precisely identify the local views of mathematical modeling that the participating teacher held. The analysis of data revealed 23 specific components indicative of the teachers’ mathematical modeling practice. Results of this study indicated that the teacher’s view of mathematical modeling was not as a vehicle for the learning of new mathematical concepts, nor was it that of a content in its own right, but rather a bridge between these two perspectives which served the opportunity to both advance modeling capacity and meet curricular demands.
Azita Manouchehri (Advisor)
Theodore Chao (Committee Co-Chair)
James Fowler (Committee Member)
299 p.
Mathematics Education
Mathematical Modeling, Ethnomathematics, Ethnomodeling, Discourse Analysis, Scaffolding

Recommended Citations

Citations

  • Lewis, S. T. (2018). Theorizing Teaching Practices in Mathematical Modeling Contexts Through the Examination of Teacher Scaffolding [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531946817022931

    APA Style (7th edition)

  • Lewis, Stephen. Theorizing Teaching Practices in Mathematical Modeling Contexts Through the Examination of Teacher Scaffolding. 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1531946817022931.

    MLA Style (8th edition)

  • Lewis, Stephen. "Theorizing Teaching Practices in Mathematical Modeling Contexts Through the Examination of Teacher Scaffolding." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531946817022931

    Chicago Manual of Style (17th edition)

osu1531946817022931
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This open access ETD is published by The Ohio State University and OhioLINK.