Revealing theory and enhancing practice

The Purdue Problem-Centered Mathematics Curriculum Project

Bibliographic Data

ID4255877
AuthorsBetsy Berry (0000-0002-8954-2441, Department of Mathematical Sciences, Purdue University Fort Wayne, Fort Wayne, Indiana, USA, corresponding author), Graceann Merkel (Tippecanoe School Corporation, Lafayette, Indiana, USA), Janell Uerkwitz (Tippecanoe School Corporation, Lafayette, Indiana, USA)
Year2023
Volume62
Issue1
Pages16-25
Publication date2023-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2022.2135910
OpenAlexW4306407621
LanguageEN
Citations received4
References cited8

In this article, we explore Terry Wood’s participation in the Purdue Problem-Centered Mathematics Curriculum Project, along with the rich and enduring personal and professional friendships that she built with the classroom teachers who were so important to the project. We highlight connections between these working relationships and the research publications that resulted from the project. The contributions of classroom teachers, Graceann Merkel and Janell Uerkwitz are evident in several of the papers published by Terry and the other researchers, including Erna Yackel, Paul Cobb and others. The testimonies and personal stories that each of these teachers shared during and following the May 2021 Terry Wood Memorial Event provide an enhanced picture of her contributions to their teaching practice and professional lives. As such, we gain insights into the reciprocal relationships and learning that occurs between education researchers and their partner classroom teachers

CobB · Curriculum · Mathematics education · Pedagogy · Professional development · Reciprocal · Sociology · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Neuroscience, Education and Cognitive Function · Psychology

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