TY - JOUR
T1 - Practices, beliefs and cultures of high school mathematics departments
T2 - Understanding their influence on student advancement
AU - Gutiérrez, Rochelle
N1 - Funding Information:
This research was generously supported by the Spencer Foundation and the University of Chicago School Mathematics Project Research Fund. The views expressed within this article are solely those of the author. I would like to thank Sue Stodolsky for her helpful comments on an earlier draft.
PY - 1996
Y1 - 1996
N2 - This study analyses student advancement through us mathematics curricula as an outcome of departmental organization and patterns of collective teacher beliefs and practices. Evidence from a study of eight high school mathematics departments supports the argument that four key components facilitate students taking additional mathematics courses -especially those at advanced levels -and scoring higher on mathematics achievement tests. These components are: (1) a rigorous and common curriculum, (2) active commitment to students, (3) commitment to a collective enterprise, and (4) innovative instructional practices. The interaction between these components is discussed.
AB - This study analyses student advancement through us mathematics curricula as an outcome of departmental organization and patterns of collective teacher beliefs and practices. Evidence from a study of eight high school mathematics departments supports the argument that four key components facilitate students taking additional mathematics courses -especially those at advanced levels -and scoring higher on mathematics achievement tests. These components are: (1) a rigorous and common curriculum, (2) active commitment to students, (3) commitment to a collective enterprise, and (4) innovative instructional practices. The interaction between these components is discussed.
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U2 - 10.1080/0022027980280501
DO - 10.1080/0022027980280501
M3 - Article
AN - SCOPUS:0001406462
SN - 0022-0272
VL - 28
SP - 495
EP - 529
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
IS - 5
ER -