Honors Senior Theses/Projects
Answering the Question Why: The Theoretical Foundations to Instructional Choices in a Middle School Mathematics Class
Date of Award
Undergraduate Honors Thesis/Project
Honors Program Director
In all public middle schools in Oregon, students are required to complete a yearlong mathematics course. And while middle school marks a time of transition and development for many students, it also marks an important transition in mathematics. Every student in the district will transition from general mathematics courses into domain -specific courses, and it is critical that both teachers and students ask the question, "Why?" in order to facilitate meaningful learning. As a teacher, the answers to this question should inform every aspect of one's practice. These answers should not only be defined by a personal philosophy of teaching, but they should also be informed by and evident of theories of learning in their application. In order to defend my own teaching practices, this thesis is a presentation of my personal philosophy of teaching, as informed by learning theories, followed by a detailed analysis of how my teaching practice was evident of these theories in application. Specifically, this analysis examines a sixth grade mathematics unit that I planned and taught to 28 students within the Salem -Keizer School District.
Schmidt, Alyssa, "Answering the Question Why: The Theoretical Foundations to Instructional Choices in a Middle School Mathematics Class" (2013). Honors Senior Theses/Projects. 71.