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ERIC Number: ED474184
Record Type: Non-Journal
Publication Date: 2003-Jan
Pages: 45
Abstractor: N/A
Reference Count: N/A
Practicing Elementary Teachers' Perspectives of "Investigations" Curriculum.
Ogolla, Penina A.
This in-depth case study explored the successes and struggles of elementary teachers as they implemented "Investigations in Number, Data, and Space," a K-5 research-based mathematics curriculum that offered students connected and meaningful mathematical problems and in-depth thinking. Data collection and analysis were based on the Zone of Proximal Development concept, which provided a context for the collaborative learning needed to implement an activity-based curriculum. Researchers observed four 5th grade teachers and collected data from interviews, informal conversations, and questionnaires. Results found that teachers' pedagogical beliefs changed when their students or colleagues experienced success with newer learning objectives and newer teaching methods. Their pedagogical beliefs changed from being teacher-centered to student-based when they took time to create a collaborative environment where mathematical discourse was encouraged. Results also found that the classroom-based approach for conducting an inservice professional development program was effective. Key factors needed for teachers to successfully implement such a curriculum included: providing inservice courses, having a mathematics resource person in the building, broadening teachers' mathematical content knowledge, and coordinating teachers' collaborations by enhancing more dialogues with teachers as a team or with other district colleagues. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A