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The Nature and Frequency of Mathematical Discussion During Lesson Study That Implemented the CMI Framework The Nature and Frequency of Mathematical Discussion During Lesson Study That Implemented the CMI Framework

by Glaze, Andrew Ray

Abstract (Summary)
During a year-long professional development, the faculty members at an elementary school received instruction on mathematics and how to use the Comprehensive Mathematics Instruction framework. The instruction and the framework were consistent with the standards suggested by the National Council of Teacher of Mathematics (2000). This thesis analyzes the mathematical language used by three fifth-grade teachers who participated in lesson study to create a research lesson based upon the Comprehensive Mathematics Instruction framework.
Bibliographical Information:

Advisor:

School:Brigham Young University

School Location:USA - Utah

Source Type:Master's Thesis

Keywords:professional development lesson study research elementary school mathematics

ISBN:

Date of Publication:06/28/2006

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