ERIC Number: ED495032
Record Type: Non-Journal
Publication Date: 2006-Jun
Working towards Reform in Mathematics Education: Parents', Teachers', and Students' Views of "Different." Working Paper No. 31
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.]
Descriptors: Preservice Teachers, Mathematics Education, Mathematics Instruction, Educational Change, Student Attitudes, Parent Attitudes, Equal Education, Low Income Groups, Hispanic Americans, Immigration, Teaching Methods, Groups, Discussion (Teaching Technique), Student Participation, English (Second Language), Second Language Learning
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
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics.
Grant or Contract Numbers: N/A