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ERIC Number: ED231617
Record Type: Non-Journal
Publication Date: 1983-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Mathematical Knowledge and School Work. A Case Study of the Teaching of Developing Mathematical Processes (DMP).
Stephens, W. M.; Romberg, T. A.
This study examined the aspirations of the Developing Mathematical Processes (DMP) program and sought to ascertain the extent to which it has been implemented in observed classrooms. DMP was intended to reshape conceptions of mathematical knowledge and school work and to create a pedagogy in which children would be active in creating and testing mathematical knowledge through an inquiry approach requiring exploration, investigation, choice, and judgment. Interviews in connection with a field study in 1978-80, when teachers taught each revised DMP topic for the first time, were replicated and extended with those teachers continuing in 1981-82 to teach the revised topics at the same grade levels. These interviews were complemented by a series of classroom observations. Among other findings, it was apparent that teachers tended to treat the mathematical content of DMP as a fixed body of knowledge which they were to transmit to students. As a result, the mathematics which was taught often differed markedly from what the DMP developers had intended. Moreover, teachers preferred to interact directly with students through group process and so reduced discussion and collaboration among students. Only rarely were the content and methods of DMP modified to meet the needs of students more effectively, or to better implement the mathematical goals of DMP. (AUthor/MNS)
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.