Lloyd (1999)

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Two Teachers' Conceptions of a Reform-Oriented Curriculum: Implications for Mathematics Teacher Development

Abstract

This paper describes two high school teachers' conceptions of the cooperation and exploration components of a reform-oriented mathematics curriculum. Although the teachers appreciated the themes of cooperation and exploration in theory, their conceptions of these themes with respect to their implementations of the curriculum differed. One teacher viewed the curriculum's problems as open-ended and challenging for students, whereas the other teacher claimed that the problems were overly structured. Each teacher attributed difficulties with students' cooperative work to the amount of structure and direction (too little or too much) offered by the problems. Discussion of such similarities and differences in the teachers' conceptions emphasizes the dynamic, humanistic nature of curriculum implementation and gives rise to important implications for mathematics teacher development in the context of reform.

Outline of Headings

  • Two Teachers' Conceptions of a Reform-Oriented Curriculum: Implications for Mathematics Teacher Development
    • Cooperation and Exploration in Mathematics Teaching and Learning
    • Teachers' Conceptions and Reform
  • Research Methods
    • Curriculum Materials
    • Participants, Site, and Context for the Study
    • Data Collection and Analysis
  • The Case of Mr. Allen
    • Conceptions of Exploration
    • Conceptions of Cooperation
    • Attempts to Address Concerns
  • The Case of Ms. Fay
    • Conceptions of Exploration
    • Conceptions of Cooperation
    • Attempts to Address Concerns
  • Discussion
    • Teacher Control of Student Learning
    • Opportunities to Personalize Instruction
    • Tensions Between a Curriculum's Philosophy and Teachers' Visions
  • Implications for Mathematics Teacher Development

Also

APA
Lloyd, G. M. (1999). Two teachers' conceptions of a reform-oriented curriculum: Implications for mathematics teacher development. Journal of Mathematics Teacher Education, 2(3), 227–252. doi:10.1023/A:1009965804662
BibTeX
@article{Lloyd1999,
author = {Lloyd, Gwendolyn M.},
doi = {10.1023/A:1009965804662},
journal = {Journal of Mathematics Teacher Education},
number = {3},
pages = {227--252},
title = {{Two teachers' conceptions of a reform-oriented curriculum: Implications for mathematics teacher development}},
url = {http://link.springer.com/article/10.1023/A:1009965804662},
volume = {2},
year = {1999}
}