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Author ORCID Identifier
Open Access Dissertation
Doctor of Philosophy (PhD)
Year Degree Awarded
Month Degree Awarded
Science and Mathematics Education | Secondary Education
Standards-based mathematics instruction [SBMI], with opportunities to engage in high-quality mathematical discourse about meaningful tasks, leads to increased student achievement. However, not all students participate in mathematical discourse with high-quality. Esmonde & Langer-Osuna (2013) found that students participate in discourse with various degrees of engagement based upon individual beliefs. Boaler (2006b) found that SBMI in a detracked setting improves students’ beliefs about mathematics.
The purpose of this descriptive case study was to illustrate the phenomenon of incongruent written curricula commitments across grade bands in a school district by examining small-group discourse and students’ mathematical related beliefs. This study compared students’ mathematical related beliefs across two schools in the same district and small-group discourse across four classrooms within those two schools. Analyzing small-group discourse quality through the lens of students’ beliefs and the degree to which lessons were representative of SBMI illuminated the interconnectivity of discourse, beliefs, and the instructional model.
Ericson, Jennifer, "Examining Small-group Discourse Through the Lens of Students’ Beliefs about Mathematics and The Instructional Triangle" (2022). Doctoral Dissertations. 2460.
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