ERIC Number: ED471773
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
What Do Elementary Teachers Learn from Reform Mathematics Textbooks?
Grant, Theresa J.; Kline, Kate; Weinhold, Marcia
This study was undertaken to better understand what happens when teachers implement a reform curriculum designed specifically to communicate mathematics content and pedagogy to teachers. More specifically, the study focuses on what aspects of the curriculum materials teachers consider as they decide what they will enact in the classroom. Information was gathered to determine the extent to which teachers were understanding the main mathematical content of their first unit on number, the kinds of thinking that students were intended to develop, and how useful the supporting materials embedded in the curriculum were in helping them enact the curriculum. The findings in this study about what teachers learn from this supporting information should be of interest to researchers, curriculum developers, and professional development providers as they consider ways to support teachers' implementation of reform curricula. (Author)
Descriptors: Curriculum Development, Educational Change, Elementary Education, Knowledge Base for Teaching, Mathematics Education, Preservice Teachers, Professional Development, Teacher Attitudes
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.