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ERIC Number: EJ803652
Record Type: Journal
Publication Date: 2005
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0732-3123
Moving from Rhetoric to Praxis: Issues Faced by Teachers in Having Students Consider Multiple Solutions for Problems in the Mathematics Classroom
Silver, Edward A.; Ghousseini, Hala; Gosen, Dana; Charalambous, Charalambos; Strawhun, Beatriz T. Font
Journal of Mathematical Behavior, v24 n3-4 p287-301 2005
Despite general agreement that students should consider more than one way to solve a complex mathematics problem, this practice is rarely observed in U.S. classrooms. In this paper, we examine data that trace the year-long professional development experience of 12 veteran teachers of middle grades mathematics--experienced users of a standards-based mathematics curriculum--to unearth some issues and concerns that appeared to serve as obstacles to their use of multiple solutions in the classroom. We also identify key transformations that appear to account for the success of some teachers in embedding this practice in their instructional repertoire. (Contains 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED532215