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ERIC Number: ED525924
Record Type: Non-Journal
Publication Date: 2010
Pages: 267
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-7976-7
ISSN: N/A
Teachers' Responses to Pedagogical Challenge: Investigating the Implementation of a New Mathematics Curriculum
Maxwell, Valerie C.
ProQuest LLC, D.Ed. Dissertation, University of Delaware
The purpose of this Executive Position Paper is to examine the ways in which teachers learn to implement a new mathematics curriculum. The four case study teachers described in this paper were in their first and second year of teaching the "Investigations" curriculum. In the course of learning to teach with "Investigations," the teachers were called upon to re-examine their instructional practices and their assumptions about mathematics teaching and learning and to enact new roles for themselves and for their students. In doing so, the case study teachers encountered both mathematical and pedagogical challenges. During the course of the first year of the new curriculum implementation, I met with a small group of teachers monthly during an after school study group. During this time the study group teachers were encouraged to discuss the successes and challenges they faced and to reflect on the instructional changes that were occurring in their classroom instructional practices. Based on these and other conversations, I portray each of the case study teachers in more detail with an emphasis on the challenges they faced, the sources of support they sought, and the instructional changes they described, and I observed, in their classroom practices. Based on the ways in which the case study teachers described the challenges they encountered, I propose a professional development model to address the mathematical and pedagogical demands of teaching mathematics for conceptual understanding. This professional development model builds upon teachers' stated preference for working collaboratively and incorporates strategies for developing and applying analytical skills as a tool for improving classroom instructional practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A