Teaching Geometry in a 1:1 Classroom: High School Teachers' Instructional Practices while Participating in Professional Development.

DOVE, ANTHONY MICHAEL. Teaching Geometry in a 1:1 Classroom: High School Teachers‘ Instructional Practices while Participating in Professional Development. (Under the direction of Dr. Karen Hollebrands). Technology has become an ever-present part of the United States society. Initiatives are working to make technology ubiquitous in schools as well. Prior research suggests that learner-centered technology-enhanced lessons support student engagement, motivation, and achievement in learning mathematics. Research also suggests that without providing extensive professional development and training, teacher implementation of learner-centered technology-enhanced lessons may be limited. While there is extensive research on instructional practices, general use of technology in mathematics classrooms, and general professional development, little research has been conducted that explores the influence of 1:1 initiatives, the professional development needed in these initiatives, or the changes that may occur in teachers‘ classrooms while implementing such initiatives. This study examined the instructional practices and technology integration of Geometry teachers in 1:1 classrooms changed while participating in long-term professional development that emphasized using The Geometer’s Sketchpad to enhance instructional activities. A collective case study design was used to examine individual teachers‘ instructional practices and technology integration through the first semester following the Summer Institute of a two-year face-to-face and online professional development program. Cross-case analysis was used to identify themes of challenges and supports among the participants for teaching in technology-enhanced classrooms. Findings from this study suggested that all teachers in this study incorporated technology into more lessons than previous years, students were more engaged when participating in GSP activities, and the cognitive demand and student discourse was typically greater in GSP activities than other activities in a lesson. Four common challenges and three supports emerged from the cross-case analysis. Challenges included issues of time, learning The Geometer’s Sketchpad (GSP) and its limitations, scaffolding GSP activities, and learning how to support student discourse. Supports included successful implementation of GSP activities, on-going professional development, and the emergence of a colleague support system. The findings from this study suggest that on-going professional development can provide opportunities for change in instructional practices and technology integration. This study also suggests that teacher collaboration both in and out of professional development opportunities can influence such changes as well. Teaching Geometry in a 1:1 Classroom: High School Teachers‘ Instructional Practices while Participating in Professional Development by Anthony Michael Dove A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Mathematics Education Raleigh, North Carolina 2011