ERIC Number: ED436408
Record Type: RIE
Publication Date: 1999-Nov-19
When Changes Don't Make Changes: Challenges in Implementing Reform Ideals in Elementary Mathematics Classrooms.
This study is based on a cross-cultural investigation of how teachers understand the objectives of the reform movements and how they characterize reform relative to their own experiences and priorities. The purpose of this paper is to compare and contrast the classroom social norms and student learning opportunities of two U.S. second grade classes that are attempting to implement student-centered instructional methods in mathematics. The principal concern in implementing reform ideas is the extent to which changes in teaching practice translate into changes in the learning opportunities that students will encounter in their mathematics classes. The teacher in a reform classroom in the U.S. is envisioned as a facilitator of students' individual and collective problem solving based on their own sense making about mathematics. Reform involved reconceptualizing the relationship between the social processes of the class and the psychological states of the students. (Contains 19 references.) (ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Point Clear, AL, November 17-19, 1999).