In this article we articulate a methodology for studying mathematics teacher development in the context of reform. The generation of accounts of teachers' practice, an adaptation of the case study, provides an approach to understanding teachers' current practice and to viewing their current practice in the context of development toward envisioned reforms. The methodology is an alternative both to studies that focus on teachers' deficits and to teachers' own accounts of their practice. Conceptual frameworks developed within the mathematics education research community are applied to the task of investigating the nature of practice developed by teachers in transition. We characterize this methodology as explicating the teacher's perspective from the researchers' perspectives.
Teachers react to pressure and expectations as they prepare students for high-stakes exams.
Susan A. Gregson
This case study examines the practice of a full-time mathematics teacher and social activist working in a secondary school with the twin missions of college preparation and social justice. Findings detail how this teacher views the relationship between mathematics education and social justice and how her conception of teaching for social justice is enacted in her mathematics classes. Interview data and excerpts of classroom practice are used to describe how the teacher negotiates 2 dilemmas in her teaching: the challenge of fostering students' independence/interdependence and the problem of dominant mathematics as a necessity/obstacle to social justice.
Bilge Yurekli, Mary Kay Stein, Richard Correnti and Zahid Kisa
teachers’ practices described teachers’ knowledge (e.g., Copur-Gencturk, 2015 ) and professional development (e.g., Boston & Smith, 2009 ) as factors related to the quality of their implementation of reform instruction. However, having the necessary
Julie M. Amador, David Glassmeyer and Aaron Brakoniecki
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
Lynn C. Hart
Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources and teacher motivation—can improve instructional practice, many are not easily implemented in a university classroom. Teacher education programs in colleges and schools of education that attempt to facilitate substantial and lasting change in teacher practice, particularly change with preservice teachers, must often find other methods.
The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) advocate an array of alternative-assessment strategies that encourage modification of teachers' practices in measuring students' performance. Unfortunately, many teachers must operate within the constraints of the system under which they serve. Teachers feel bound to traditional testing by virtue of the adopted percent procedure established by their schools and simply because grading has been done in the traditional manner for years.
In this article, I describe the investigative efforts of a group of preservice teachers to acquire an understanding of how and why parents and children work together in mathematics the way they do. First, I share literature that supports the need for inquiry into parent-child collaborations in mathematics. I then detail the study: the participants, learning environment, modes of inquiry, findings, and their implications for teacher practice. Findings concern the understandings the preservice teachers acquired about parent-child collaborations and their enhanced practices for supporting classroom families. This work is intended to contribute to the body of knowledge on preparing teachers to inquire about and cultivate parent-child collaborations in mathematics.
Gwendolyn M. Lloyd and Melvin Wilson
In this study we investigate the content conceptions of an experienced high school mathematics teacher and link those conceptions to their role in the teacher's first implementation of reform-oriented curricular materials during a 6-week unit on functions. The teacher communicated deep and integrated conceptions of functions, dominated by graphical representations and covariation notions. These themes played crucial roles in the teacher's practice when he emphasized the use of multiple representations to understand dependence patterns in data. The teacher's well-articulated ideas about features of a variety of relationships in different representations supported meaningful discussions with students during the implementation of an unfamiliar classroom approach to functions.
Alison Castro Superfine, Wenjuan Li and Mara V. Martinez
Research has highlighted the nature of the mathematical work in teachers' practice. However, preservice mathematics coursework often too narrowly focuses on the development of common content knowledge and not enough on the development of specialized content knowledge, a kind of mathematical knowledge that is specific to the work of teaching mathematics. We offer three design principles that have informed a mathematics content course for elementary preservice teachers, and we provide learning outcomes data that suggest the overall content course experience supports specialized content knowledge development. We provide relevant examples from our own work to illustrate how we have applied these design principles in our local context. Our aim is to begin a dialogue about principled design considerations for content courses for preservice teachers.