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• W3100449494 abstract "The Mathematics Department, whose members have a long history of working together to develop curriculum and teaching activities, readily agreed to use the booklet in each algebra class. In the initial meeting with the observer, although there was concern on the part of those who werenew to the idea, there was still no real anticipation of the radical changes we would be called upon to make in our classrooms. We knew about the NCTM Curriculum and Evaluation Standards. We were prepared for something new but not something so different. As we worked through the project, however, the Standards came to life. We began to recognize that we not only needed new ways of teaching but a new way of thinking about what mathematics we should teach. (p. 154)The Redefinition of Instructional Practice, Authority, and Expectationstional daily pattern. Burrill reflected (quoted in de Lange et aI., 1993) on this challenge:The surprise came when we tried to teach the first lesson. There was little to teach; rather, the students had to read the map, read the keys, read the questions, determine what they were being asked to do, decide which piece of information from the map could be used to help them do this, and finally, decide what mathematics skills they needed, if any, in answering the question. There was no way the teacher could set the stage by demonstrating two examples (one of each kind), or by assigning five seat work problems and then turning students loose on their homework with a model firmly (for the moment) in place. (p. 154)Both too little and too much structure seemed to limit the students' thinking. For example, with the initial presentation of problems there was a need to clarify, but at the same time not to present complete explanations. The challenge was to present a problem in such a way that the students could make a start, while not limiting their thinking by over explanation. (p. 159)The emotional well being of the students was very important to this teacher, and she worked very hard at making the classroom environment comfortable and successful. ... Students were not generally encouraged to struggle and it is this very struggle, the grappling with mathematical ideas, that reform documents encourage. This represented a contradiction between the practices this teacher believed allowed students to be comfortable and successful and the intended purpose of the unit. (p. 160-161)One teacher even discovered something new about the students' understanding by means of the test: Some of my quieter students displayed a greater understanding than 1 had given them credit for, some displayed a sense of humor. This same teacher went on to make the following comment about the assessment for the unit: I feel it offers more than most objective sorts of tests. It allows students to explain their thinking-a very valuable piece of information. (p. 71)1 do have to say that probably each classroom has a couple of students that still have reservations. They are good mathematicians, but they are book learners and they say, why don't we just do the book? Just give us 20 problems ... We still have a couple per room that would be very content to go back to that, but 1 think the learning is much richer using this method. 1 think we have greater student growth. (Romberg & Shafer, 1995, p. 10)In summary, the work of teachers and students in a Mathematics in Context classroom is complex and often confusing to both teachers and students. The difficulties teachers face when attempting to teach mathematics in this manner are real and not well understood. For these teachers the difficulties in shifting from familiar instructional practice, authority, and expectations to a reform approach was not easily accomplished." @default.
• W3100449494 created "2020-11-23" @default.
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• W3100449494 date "2013-04-03" @default.
• W3100449494 modified "2023-09-24" @default.
• W3100449494 title "Mathematics in Context: Impact on Teachers" @default.
• W3100449494 doi "https://doi.org/10.4324/9780203053713-21" @default.
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