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ERIC Number: EJ786727
Record Type: Journal
Publication Date: 2008-Mar
Pages: 11
Abstractor: ERIC
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0021-8251
Situating Research on Curricular Change
Confrey, Jere; King, Karen D.; Strutchens, Marilyn E.; Sutton, John T.; Battista, Michael T.; Boerst, Timothy A.; Smith, Margaret Schwan; Reed, Judith
Journal for Research in Mathematics Education, v39 n2 p102-112 Mar 2008
Research on curricular choices has attracted widespread attention and merits increased investment by the research community. Multiple studies, publications, conferences, and a multicampus center (The Show-Me Project, n.d.) speak to the need to discuss what is taught in the classrooms and to whom, how, and when. Since the 1990s, with the creation of "Standards"-based curricula, practitioners have had to choose between new and traditional curricula. In addition, the No Child Left Behind Act 2001 has put pressure on schools to use curriculum materials that are researched based and approved by the U.S. Department of Education (n.d.). These two milestones related to mathematics education justify making curricula issues an area that warrants the attention of both the research community and practitioners. The purpose of this article is to highlight advances related to curricular research; pose questions that require further investigation; and describe related, emerging subfields. First, the authors begin with a brief history of the events that have had led teachers to their current state of curricular affairs. They also explore a report released by the National Research Committee (NRC) in 2004 that challenged the research community to consider research on curricula issues differently than has been done in the past. Second, the authors discuss a recent study that illustrates the promise of new methodologies. Third, the Research committee examines evidence on how the "Standards"-based curricula have impacted diverse groups of students, since a major goal of the "Standards" documents was to ensure that all students were provided access to high-quality mathematics curricula. Fourth, as another example of progress in curriculum-related areas, the authors discuss how researchers from the teacher education have opened new subfields, in part because of the increased demands that curricular reforms have placed on teachers. Finally, the authors report the policy implications of this combination of research on curricular effectiveness in general, on issues of diversity and equity, and on the interaction of teacher knowledge and curricular reform. (Contains 1 figure.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001