ERIC Number: ED400186
Record Type: RIE
Publication Date: 1996-Oct
Change in Teaching about Functions: Content Conceptions and Curriculum Reform.
Lloyd, Gwendolyn M.
A high school teacher's flexible and comprehensive mathematical content conceptions supported his implementation of an innovative curricular approach to functions. The teacher (Mr. Allen) was studied for 2 years, and this paper focuses primarily on year 2 findings about the subtle but meaningful changes which were noticeable in Mr. Allen's conceptions and instruction as he gained comfort with the new curriculum. In particular, the paper illustrates how Mr. Allen revised his pedagogical content conceptions through a complex interaction of his mathematical content conceptions and classroom experiences with students. These results extend what it means for conceptions and instruction to be interrelated, particularly in the context of instructional reform in mathematics. Contains 13 references. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Panama City, FL, October, 1996).