Two Teachers' Conceptions of a Reform-Oriented Curriculum: Implications for Mathematics Teacher Development |
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Authors: | Gwendolyn M Lloyd |
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Institution: | (1) Department of Mathematics, Virginia Polytechnic Institute and State University, Blacksburg, VA, 24061-0123, USA e-mail |
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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.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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