ERIC Number: ED482651
Record Type: RIE
Publication Date: 2003-Nov
Reference Count: N/A
Transforming Mathematics Education: Barriers To Reform in High Poverty, Diverse Schools.
Kitchen, Richard S.
In the US, while policy-makers and researchers continue to recommend broad changes in school mathematics content, instruction and assessment, little is known about why teachers struggle to implement reforms. This is particularly problematic for teachers who work in high poverty, diverse school districts precisely because of the unique sociopolitical contexts of schooling in these communities. In this paper, preliminary results of a research study are reported in which 28 secondary-level mathematics teachers who work with diverse students in one of the poorest states in the US identify barriers to employing progressive instructional strategies in their classrooms. Specifically, the teachers describe how the intensification of their workload, the lack of support provided by administrators, colleagues, and parents and resistance from significance of a sociopolitical perspective to understand barriers to reform particularly for teachers working with high poverty, diverse communities. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference on Mathematics Education and Society (MES3) (3rd, Helsingor, Denmark, April 2-7, 2002).