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ERIC Number: ED443726
Record Type: RIE
Publication Date: 2000-Apr
Pages: 32
Abstractor: N/A
Examining Teacher Change within the Context of Mathematics Curriculum Reform: Views from Middle School Teachers.
Pligge, Margaret A.; Kent, Laura B.; Spence, Mary S.
This article describes teacher change using the backdrop of a standards-based reform mathematics curriculum for middle grades and direct quotes from teachers and math support coordinators involved in the implementation over the last five years. Each of the sixteen participants had at least one year of experience teaching or supervising the instruction of the curriculum. The curriculum, "Mathematics in Context: A Connected Curriculum for Grades 5-8," was designed to build instruction on students' informal knowledge using meaningful context situations. The results of survey, interview, and classroom observation data illustrate that, for these selected teachers and support staff, both the design of the curriculum and the staff development workshops changed their perceptions of both what mathematics is as a subject and how mathematics should be taught. The quotes from the participants and the specific examples that they refer to in the curriculum provide evidence of the legitimacy of their perceptions about how they have changed their beliefs about teaching and learning as a result of their interactions with this particular curriculum. The paper concludes with a discussion of the impact of the reform in general and the continued vision shared by mathematics educators to help all students learn significant mathematics. (Contains 31 references.) (YDS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Some figures may not reproduce well.