Teachers' Tolerance for Discomfort: Implications for Curricular Reform in Mathematics

Autor/in	Frykholm, Jeffrey
Titel	Teachers' Tolerance for Discomfort: Implications for Curricular Reform in Mathematics
Quelle	In: Journal of Curriculum and Supervision, 19 (2004) 2, S.125-149 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-1232
Schlagwörter	Mathematics Teachers; Teacher Attitudes; Mathematics Curriculum; Curriculum Development; Educational Change; Problem Solving; Critical Thinking; Learning Theories; Teaching Methods; Mathematics Instruction; Case Studies; United States + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Problemlösen; Kritisches Denken; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; USA
Abstract	Deficiencies in mathematics achievement in the United States have spurred calls for reform in K-12 curricula and pedagogy. Based on contemporary learning theories, numerous curriculum programs have been developed that emphasize problem solving, critical thinking, mathematical connections, and mathematical communication. These innovations require new--sometimes uncomfortable--roles for both teachers and learners. If students are to construct mathematical knowledge through these curriculum programs, teachers must vitalize classrooms, model problem solving, explore relevant contexts, and give students time to create, discuss, refute, hypothesize, and investigate. This kind of teaching necessarily fosters dissonance that is challenging, and often unnerving, for teachers. The research study described here pursued questions related to these facets of curricular reform in mathematics education. In particular, four case studies illustrate various forms of teacher discomfort (as connected to reform-based mathematics curricula) and the impact that uncertainty has on classroom practice in particular, and, more broadly, the likelihood of widespread reform in mathematics education. (Author).
Anmerkungen	Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311-1714. Tel: 800-933-2723, ext. 2 (Toll Free); Tel: 703-578-9600, ext. 2; Fax: 703-575-5400; Web site: http://www.ascd.org/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10