University of Arizona
Research supervisor: Dr Erin Turner
My research questions are:
To what extent the generalization process is present in mathematics instruction? There is no research that looks at how the generalization is presented in curricula
To what extent do the curriculum tasks and accompanying teacher material included in specific lessons in the teacher’s edition for the third grade textbooks create the potential for teachers to mediate students engagement in describing, extending, and making generalizations about geometric and numeric patterns?
How is the generalization process represented in the curriculum tasks and accompanying teacher materials across multiple lessons on multi-digit addition and subtraction in the teacher’s edition for the third grade textbooks?