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A Journey in Mathematics Education ResearchIntroduction

A Journey in Mathematics Education Research: Introduction [Supporters of US current reform recommendations argue that the classroom instructional practices they advocate are more equitable than traditional instructional practices in giving all students access to significant mathematical ideas. The approach to instructional design outlined in the previous part of this book is broadly compatible with the influential set of reform recommendations proposed by the National Council of Teachers of Mathematics (2000). The arguments of professional organizations such as NCTM not withstanding, I nonetheless took the view that reform advocates’ claims about equity should be scrutinized carefully. My doubts stemmed from prior work with groups elementary teachers in two different school districts in the late 1980s and early 1990s. The first of these districts was rural/suburban, whereas the second served an almost exclusively inner-city student population. Erna Yackel, Terry Wood, and I collaborated with teachers in first district for several years. Our overall goal was to help these teachers reorganize their classroom instructional practices in ways consistent with reform recommendations. To this end, we formulated an initial approach to teacher professional development while working with teachers at this site that proved to be reasonably effective (Cobb, Wood, & Yackel, 1990).] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Journey in Mathematics Education ResearchIntroduction

Part of the Mathematics Education Library Book Series (volume 48)
Editors: Sfard, Anna; Gravemeijer, Koeno; Yackel, Erna
Cobb, Paul; Hodge, Lynn Liao; Gresalfi, Melissa
Springer Journals — Nov 3, 2010
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Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media B.V. 2011
ISBN
978-90-481-9728-6
Pages
167 –177
DOI
10.1007/978-90-481-9729-3_10
Publisher site
See Chapter on Publisher Site

Abstract

[Supporters of US current reform recommendations argue that the classroom instructional practices they advocate are more equitable than traditional instructional practices in giving all students access to significant mathematical ideas. The approach to instructional design outlined in the previous part of this book is broadly compatible with the influential set of reform recommendations proposed by the National Council of Teachers of Mathematics (2000). The arguments of professional organizations such as NCTM not withstanding, I nonetheless took the view that reform advocates’ claims about equity should be scrutinized carefully. My doubts stemmed from prior work with groups elementary teachers in two different school districts in the late 1980s and early 1990s. The first of these districts was rural/suburban, whereas the second served an almost exclusively inner-city student population. Erna Yackel, Terry Wood, and I collaborated with teachers in first district for several years. Our overall goal was to help these teachers reorganize their classroom instructional practices in ways consistent with reform recommendations. To this end, we formulated an initial approach to teacher professional development while working with teachers at this site that proved to be reasonably effective (Cobb, Wood, & Yackel, 1990).]

Published: Nov 3, 2010

Keywords: Mathematics Education; Instructional Design; Mathematics Classroom; Instructional Practice; Teacher Professional Development

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