Learning to Teach Mathematics in the Context of Systemic Reform
Dados Bibliográficos
| ID | 8223751 |
|---|---|
| Autores | S G Grant (0009-0008-3648-0567, SUNY at Buffalo), Silas Grant (0000-0003-4294-0853, University at Buffalo, State University of New York, autor correspondente), Penelope L Peterson (Michigan State University), Angela Angela (Michigan State University), Angela Shojgreen-Downer, Angela M Shojgreen-Downer (Michigan State University, autor correspondente), Shojgreen-Downer Shojgreen-Downer (Michigan State University) |
| Ano | 1996 |
| Volume | 33 |
| Fascículo | 2 |
| Páginas | 509 |
| Data de publicação | 1996-01-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | American Educational Research Journal (JOURNAL) |
| Identificadores do periódico | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1163294 |
| OpenAlex | W4241279813 |
| Idioma | EN |
| Citações recebidas | 13 |
| Referências citadas | 18 |
This article looks at how teachers understand recent mathematics reforms. Case studies of three California teachers in a disadvantaged, urban elementary school are presented. Framing the study are issues of teacher learning and systemic reform. These teachers have access to multiple opportunities to learn about reforms. But access guarantees no common understandings. Teachers’ understandings are influenced by the kinds of students they have, their prior knowledge and experience, their views of mathematics, textbooks, and tests. If teachers understand reforms in different ways, this raises questions about systemic reform and the notion of alignment. But there are other problems as well. Questions about what it means to be aligned, how all students’ needs might be considered, and what the multiple goals of a decentralized system mean for teachers suggest that efforts at systemic reform will be challenged on several fronts
Biology · Connected Mathematics · Context (archaeology · Disadvantaged · Framing (construction · Mathematics education · Pedagogy · Political science · Reform mathematics · Sociology · Complex Systems and Decision Making · Computer Science · Education and Critical Thinking Development · Educational Assessment and Improvement · Mathematics Education and Teaching Techniques · Organizational Learning and Leadership · Psychology · Teacher Education and Leadership Studies
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| Obras citantes distintas | 13 |
|---|---|
| Citações por ano | 0,43 |
| Intervalo de citações | 1996 - 2025 (30) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 13 |