NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED495032
Record Type: Non-Journal
Publication Date: 2006-Jun
Pages: 34
Abstractor: Author
Reference Count: 39
ISBN: N/A
ISSN: N/A
Working towards Reform in Mathematics Education: Parents', Teachers', and Students' Views of "Different." Working Paper No. 31
Civil, Marta
Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM)
This essay is a reflection on several aspects related to my encounters with the concept of reform in mathematics education. I start with an exploration of the question of what is reform, grounded on my work with teachers in a project aimed at promoting reform. I focus on two aspects that seem to be present in most approaches to reform--group work and mathematical discussions--and in particular on implications related to equity and the participation of all students when implementing these practices. This takes me to my research in low-income, Latino communities and my efforts to bridge home/community mathematics and school mathematics. I address the notion of valorization of knowledge and the reactions to "difference," particularly in the context of immigration. I illustrate aspects of these reactions with data from parents, preservice teachers, and students. (Contains 7 footnotes.) [Paper presented at the ACCLAIM Research Symposium 3, Mathematics Education: Reform and Resistance in the Lifeworlds of Rural Schools and Communities, Cherry Valley Lodge, OH, May 18-20, 2006.]
Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Research Initiative, McCracken Hall, College of Education, Ohio University, Athens, OH 45710. Tel: 740-593-9869; Web site: http://www.acclaim-math.org/clearinghouse.aspx
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics.