ERIC Number: ED476635
Record Type: RIE
Publication Date: 2001
What Impacts Teachers as They Implement a Reform Curriculum? The Case of One Fifth Grade Teacher.
Grant, Theresa J.; Kline, Kate
This study was undertaken to better understand the ways teachers utilize a reform elementary mathematics curriculum in the beginning stages of implementation and the factors that influence the implementation. The teacher's beliefs about mathematics teaching, his understanding of students' reasoning, and the ways he engaged with his students' reasoning were analyzed in order to obtain a clearer picture of what teachers bring to the implementation of a new curriculum. While the teacher believed in reform and the curriculum he was using, he struggled to transform his teaching to focus on understanding. He was particularly challenged by eliciting and pursuing a variety of strategies rather than the ones he had in mind and using incorrect responses as a site for learning. (Author)
Descriptors: Attitudes, Curriculum Development, Educational Change, Elementary Education, Grade 5, Mathematics Instruction, Mathematics Teachers, Professional Development, Teacher Student Relationship
ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680.
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 (23rd, Snowbird, Utah, October 18-21, 2001). p691-98. For full proceedings, see SE 065 231.