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dc.contributor.authorTyminski, Andrew Michael
dc.date.accessioned2014-03-04T02:24:54Z
dc.date.available2014-03-04T02:24:54Z
dc.date.issued2006-08
dc.identifier.othertyminski_andrew_m_200608_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/tyminski_andrew_m_200608_phd
dc.identifier.urihttp://hdl.handle.net/10724/23544
dc.description.abstractThis dissertation examines Mary Boole's construct of teacher lust within a collegiate mathematics classroom. It presents the author's conception of the construct, describes its enactment within the classroom, proposes several antecedents that influence it effects, and examines the potential impact that raising awareness has on a teacher's practice. The analysis of my observations and interviews suggest there are two main forms of teacher lust: enacted and experienced. Enacted teacher lust is an observable teacher action that takes away an opportunity for students to think about or engage in mathematics for themselves. Examples of enacted teacher lust can include imposing mathematical knowledge or structure; directing and/or limiting student solution paths and strategies; or telling information in a manner that reduces the level of the task. Experienced teacher lust is the impulse to act in the manner described above, and precedes, but does not necessarily imply enactment. The antecedents of teacher lust can be found within several sources, both internal and external. From an internal standpoint, an instructor's beliefs and knowledge impact her interaction with teacher lust. Specifically, an instructor's pedagogical content knowledge seems to have a direct bearing on feelings of experienced teacher lust. There are also external forces that work in combination with the instructor's internal influences; students are the most significant of these factors. Instructors engage in acts of teacher lust in order to help students make mathematical connections and to curtail their seemingly unproductive activity. Compounding these issues are concerns with time on both macro and micro levels. Concerns for closure in a given class period and for covering a syllabus worth of material within a semester also impact how and when teachers engage in acts of teacher lust. There are conflicting results from my examination of how raising awareness of teacher lust can influence an instructor's practice. It seems awareness of this construct is most likely to impact the practice of instructors who are in the early stages of their career.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectteacher development
dc.subjectmathematics education
dc.subjectbeliefs
dc.subjectpedagogical content knowledge
dc.subjectteacher change
dc.titleTeacher lust
dc.title.alternativeits antecedents and enactments in a collegiate mathematics course
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentMathematics and Science Education
dc.description.majorMathematics Education
dc.description.advisorDenise S. Mewborn
dc.description.committeeDenise S. Mewborn
dc.description.committeePaola Sztajn
dc.description.committeeEdward Azoff
dc.description.committeeDeborah L. Ball


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