TY - JOUR
T1 - Reconsidering the study of mathematics instructional practices
T2 - The importance of curricular context in understanding local and global teacher change
AU - Herbel-Eisenmann, Beth A.
AU - Lubienski, Sarah Theule
AU - Id-Deen, Lateefah
N1 - Funding Information:
In addition to research on teacher change, a parallel line of work involves the development and study of curricular options available to teachers. For instance, in the United States, curriculum materials that were available commercially are now in competition with materials that were developed with funding from the National Science Foundation (NSF) to embody the spirit of the reform documents published by the NCTM. In much literature, these curriculum materials have been referred to both as ‘‘NSF-funded’’ or as ‘‘reform-oriented’’. We will use the term ‘‘reform-oriented’’ throughout this paper to refer to the materials that were developed with NSF funding.
Funding Information:
This work was supported by the Center for the Studies of Mathematics Curricula (CSMC) where Drs. Herbel-Eisenmann and Lubienski are Research Associates and by the National Science Foundation (NSF) (Grant No. 0347906, Beth Herbel-Eisenmann, PI). Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of CSMC or NSF. Earlier versions of this paper were presented at PME-NA (2004) and AERA (2005).
PY - 2006/8
Y1 - 2006/8
N2 - This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum (Core Plus) and a more conventional algebra sequence (the University of Chicago series). Each day, Jackie teaches two very different sections of accelerated eighth-grade mathematics using each of these curricular materials. Drawing from students' survey responses, classroom observations, and teacher interview data, we show ways in which Jackie's pedagogy differs considerably between the two courses and we shed light on reasons underlying this variation. By examining one teacher who enacts different practices in each of the two curricular contexts, this paper highlights factors that contribute to teachers' enacted curricula - factors that have been understated in previous mathematics education research on teacher development. The study establishes the importance of distinguishing between global and local teacher change, and suggests implications for future studies of teaching and reform.
AB - This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum (Core Plus) and a more conventional algebra sequence (the University of Chicago series). Each day, Jackie teaches two very different sections of accelerated eighth-grade mathematics using each of these curricular materials. Drawing from students' survey responses, classroom observations, and teacher interview data, we show ways in which Jackie's pedagogy differs considerably between the two courses and we shed light on reasons underlying this variation. By examining one teacher who enacts different practices in each of the two curricular contexts, this paper highlights factors that contribute to teachers' enacted curricula - factors that have been understated in previous mathematics education research on teacher development. The study establishes the importance of distinguishing between global and local teacher change, and suggests implications for future studies of teaching and reform.
KW - Contextual factors
KW - Enacted or implemented curriculum
KW - Parents
KW - Reform
KW - Teacher change
KW - Teacher development
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U2 - 10.1007/s10857-006-9012-x
DO - 10.1007/s10857-006-9012-x
M3 - Article
AN - SCOPUS:33845215867
SN - 1386-4416
VL - 9
SP - 313
EP - 345
JO - Journal of Mathematics Teacher Education
JF - Journal of Mathematics Teacher Education
IS - 4
ER -