Problem-Solving and the Standard Curriculum.

Autor/in	Bruckerhoff, Charles E.
Titel	Problem-Solving and the Standard Curriculum.
Quelle	(1991), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Children; Curriculum Development; Economically Disadvantaged; Educational Improvement; Ghettos; Grade 7; Grade 8; Inner City; Junior High School Students; Junior High Schools; Low Income Groups; Mathematics Curriculum; Middle Schools; Problem Solving; Public Schools; Secondary School Teachers; Social Problems; Teacher Role; Ohio (Cleveland) + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Ghetto; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Mittelschule; Mittelstufenschule; Problemlösen; Public school; Öffentliche Schule; Social problem; Soziales Problem; Lehrerrolle
Abstract	The efforts of Cleveland's intermediate level mathematics teachers to change their curriculum from computation to a dual emphasis on application and computation are described. This paper reports on the second year of a project to enhance mathematics instruction. A natural history ethnography was conducted, which focused on the work of seven representative teachers and the school and non-school activities of seventh- and eighth-grade students in the four schools in which the teachers taught. Particular attention was given to public housing projects (ghetto neighborhoods). Excerpts from cases are provided. The teachers' pursuit of mathematics curriculum reform was hampered by intrusive and explicit public policy and by the ghetto children's oppositional survival culture. It is concluded that: the American urban context, aggressive state legislation, poorly informed public policy, and prohibitive politics led to expectations of curriculum and instruction that avoid fundamental concerns for learning; the city's most deserving children may be colonialized for life in the projects; and second-wave reform literature may be just rhetoric. A 23-item list of references is included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC