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ERIC Number: ED440965
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 32
Abstractor: N/A
Reference Count: N/A
Understanding Teachers' Changing Beliefs & Practice While Implementing a Reform Curriculum.
Grant, Theresa J.; Kline, Kate
This study describes the shifts in thinking and practice made by teachers in primary grades in their first year of implementing an elementary school mathematics reform curriculum. All teachers were observed during professional development sessions and submitted written reflections. A sample of those teachers was interviewed and observed teaching to provide additional insight into how they were interacting with the curriculum materials. The analysis of the data focuses on changes in teachers' goals for what their students should know about numbers and the resulting impact on instructional practice. While teachers reported major shifts in goals from an emphasis on skills to understanding, enacting those shifts in the classroom proved to be more challenging. As teachers attempted to teach for understanding, they mainly struggled with knowing how to elicit and respond to students' ideas. (Contains 23 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A