ERIC Number: ED317420
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Routines and Mathematics Curriculum Reform.
Bruckerhoff, Charles E.
This article presentes ethnographic research observations of a project to support the Cleveland teachers' efforts to meet the new standards for mathematics and to empower themselves to make decisions about curriculum. The manner and extent to which the teachers became engaged in the effort to reform mathematics instruction for intermediate level urban students is illustrated. The teachers had established a collaborative organization concerned with planning for problem-solving in mathematics. They met on a regular basis during the first year, cooperatively solved problems, and conducted pilot studies of the efforts of problem-solving on their students. Despite these effects curriculum reform and teacher empowerment remained catch phrases only. In its first year of operation, the project's tacit function was to offer the teachers relief from the institution. Because of institutional conditions, the teachers' limited concept of curriculum theory, and the tendency for teachers to focus on mechanical or less-than-significant concerns, business-as-usual continued to dominate the educational program. (Author/YP)
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers - Location: Ohio (Cleveland)