ERIC Number: ED341549
Record Type: Non-Journal
Publication Date: 1991-Jul
Reference Count: N/A
Abdicating Authority for Knowing: A Teacher's Use of an Innovative Mathematics Curriculum. Elementary Subjects Center Series, No. 42.
This paper describes the case of Cassandra Singer, a third-grade teacher finishing her first year of using Comprehensive School Mathematics Program (CSMP), an innovative mathematics curriculum. Drawing from interviews and observations, the document explores relationships between Cassandra's knowledge and beliefs about mathematics, how it is taught and learned, and how she transforms and is transformed by the text. Relinquishing her authority for knowing to the text, Cassandra aims to follow the lesson scripts provided in the manual, while interpreting their purpose through the lens of her own beliefs. An analysis of the mixture of procedurally and conceptually oriented practice observed in this classroom in light of the teacher's beliefs and their relationship to the CSMP curriculum is presented. This case raises questions about the balance of authority between the curriculum and the teacher and students. Concluded is that although CSMP is a carefully designed curriculum that can potentially revolutionize teaching, the teacher needs the subject-matter knowledge to avoid a procedural use of the curriculum. (Author/MDH)
Descriptors: Case Studies, Curriculum Development, Educational Change, Elementary Education, Mathematics Education, Mathematics Instruction, Teacher Attitudes, Teacher Behavior, Teacher Student Relationship, Teaching Methods
Institute for Research on Teaching, 252 Erickson Hall, Michigan University, East Lansing, MI ($3.25).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Elementary Subjects, East Lansing, MI.