Drake & Sherin (2006)

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The article Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform was written by Corey Drake and Miriam Sherin and published in Curriculum Inquiry in 2006. The article is available at the Wiley Online Library at http://onlinelibrary.wiley.com/doi/10.1111/j.1467-873X.2006.00351.x/abstract.

Abstract

The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.

Detailed Summary of Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform

The Reform Context

Theoretical Framework

Narrative Identity and the Implementation of Reform

Curriculum Use and Adaptation

Methodology

Data Sources

Data Analysis

Beth and Linda as Mathematics Teachers and Learners

Beth's Mathematics Story

Linda's Mathematics Story

Models of Curriculum Use and the Role of Adaptation

Beth's Model of Curriculum Use

Example of Beth’s Model of Curriculum Use

Linda’s Model of Curriculum Use

Example of Linda’s Model of Curriculum Use

Beth and Linda—A Summary

Understanding Adaptation Through the Lens of Teacher Narrative

The Teachers' Early Experiences and Patterns of Adaptation

Teachers' Current Understandings and Patterns of Adaptation

Family Matters and Patterns of Adaptation

Implications

About

Mendeley

http://www.mendeley.com/catalog/practicing-change-curriculum-adaptation-teacher-narrative-context-mathematics-education-reform/

APA

Drake, C., & Sherin, M. G. (2006). Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 36(2), 153–187. doi:10.1111/j.1467-873X.2006.00351.x

BibTeX

@article{Drake2006,
abstract = {The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.},
author = {Drake, Corey and Sherin, Miriam Gamoran},
doi = {10.1111/j.1467-873X.2006.00351.x},
issn = {0362-6784},
journal = {Curriculum Inquiry},
month = jun,
number = {2},
pages = {153--187},
title = {{Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform}},
url = {http://doi.wiley.com/10.1111/j.1467-873X.2006.00351.x},
volume = {36},
year = {2006}
}