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ERIC Number: ED364405
Record Type: RIE
Publication Date: 1993-Mar
Pages: 82
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Constructing Teaching and Research Practice in Elementary School Mathematics. Elementary Subjects Center Series No. 92.
Gross, Sandra, Ed.
This report contains case studies of two teachers who attempt to go beyond traditional mathematics curriculum and instruction. There are important differences in the contexts of teaching and in the approaches to studying teaching and learning in these two classrooms. Case study 1 describes a teacher who draws upon professional experiences to initiate change in the classroom. The authors describe elements of the teacher's mathematics teaching, using NCTM Curriculum and Evaluation Standards as a framework for analysis, then analyze the teacher's views about instructional issues, focusing on connections between beliefs and practice. Case study 2 describes a teacher involved in a Mathematics Study Group in a Professional Development School. The authors chronicle the changes in this teacher's thinking and practice during a 3-year period, focusing on her views about, and understanding of, mathematical content, the nature and role of discourse about mathematics, and what constitutes evidence of mathematical learning. The authors also explore the role of collaboration among teachers and between teachers and university participants in discussing the kinds of changes these teachers made. (Contains 15 references.) (Author)
Center for the Learning and Teaching of Elementary Subjects, Institute for Research on Teaching, Michigan State University, 252 Erickson Hall, Michigan State University, East Lansing, MI 44824-1034 ($7).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Elementary Subjects, East Lansing, MI.
Identifiers: NCTM Curriculum and Evaluation Standards; Subject Content Knowledge