A Conceptual Framework for Studying the Relevance of Context to Mathematics Teachers' Change

Mathematics Teachers in Transition

Volumn , Issue , 2013, Pages 131-154

  Jones, Doug ^a  

^a UNIVERSITY OF KENTUCKY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0009291179     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203053713-13     Document Type: Chapter

References (77)

1. Appalachia Educational Laboratory (1993a). Kentucky’s primary program. Notes From the Field: Education Reform in Rural Kentucky, 3(1), 1-6.
2. Appalachia Educational Laboratory (1993b). School-based decision making after two years. Notes From the Field: Education Reform in Rural Kentucky, 3(2), 1-6.
3. Appalachia Educational Laboratory (1996). Five years of education reform in rural Kentucky. Notes From the Field: Education Reform in Rural Kentucky, 5(1), 1-6.
4. Atkin, J. M., & House, E. R. (1981). The Federal role in curriculum development, 1950-1980. Educational Evaluation and Policy Analysis, 3(5), 5-36.
5. Ball, D. L. (1988, April). Prospective teachers’ understandings of mathematics: What do they bring with them to teacher education? Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
6. Ball, D. L. (1989). Caching mathematics for understanding: What do teachers need to know about the subject matter? In Competing visions of teacher knowledge: Proceedings from an NCRTE seminar for education policy makers, February 24-26. East Lansing, MI: The National Center for Research on Teacher Education.
7. Ball, D. L. (1991, February). Students making math: Creating a mathematics-making culture in your classroom. Paper presented at “Teaching & Schooling for a New Vision of Secondary Mathematics: Starting with Geometry.” Education Development Center, Newton, MA.
8. Bauersfeld, H. (1980). Hidden dimensions in the so-called reality of a mathematics classroom. Educational Studies in Mathematics, 11, 23-41.
9. Berman, P., & McLaughlin, M.W. (1978). Implementing and sustaining innovations. In Federal programs supporting educational change. Santa Monica, CA: The RAND Corporation.
10. Borko, H., Eisenhart, M., Brown, C., Underhill, R., Jones, D., & Agard, P. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, 21, 194—222.
11. Brown, C. (1985). A study of the socialization to teaching of a beginning secondary mathematics teacher. Unpublished doctoral dissertation, University of Georgia, Athens.
12. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,.28(1), 32-42.
13. Brown, S. I., & Cooney, T. J. (1986). Research on teaching: Towards meaning making. Unpublished manuscript, University of Georgia, Athens.
14. Bullough, R. V. (1989). First-year teacher: A case study. New York: Teachers College Press.
15. Bush, W. S. (1992). The Kentucky K - 4 mathematics specialist program: Year Two report. Washington, DC: National Science Foundation.
16. California State Department of Education (1985). Mathematics framework for California public schools. Sacramento: California State Department of Education.
17. Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the street and in schools. British Journal of Developmental Psychology, 3, 21-29.
18. Cobb, P. (1986). Contexts, goals, beliefs, and learning mathematics. For the Learning of Mathematics, 6(2), 2-9.
19. Cooney, T. J. (1985). A beginning teacher’s view of problem solving. Journal for Research in Mathematics Education, 16, 324—336.
20. Corrigan, D. C., & Haberman, M. (1990). The context of teacher education. In W.R. Houston (Ed.), Handbook of research on teacher education (pp. 195-211). New York: Macmillan.
21. Davies, G., & Thomson, D. (1988). Context in context. In G. M. Davies & D. M. Thomson (Eds.), Memory in context: Context in memory (pp. 335-345). Chichester, England: Wiley.
22. Davis, P., & Hersh, R. (1981). The mathematical experience. New York: Houghton Mifflin.
23. Dewey, J. (1985). Dewey: The latter works (Vol.6'). London: Feffer and Simons. (Original work published 1931)
24. Duckworth, E. (1987). "The having of wonderful ideas” and other essays on teaching and learning. New York: Teachers College Press.
25. Easley, J. (1980). Alternative research metaphors and the social context of mathematics teaching and learning. For the Learning of Mathematics, 1(1), 32-40.
26. Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D., & Agard, P. (1993). Conceptual knowledge falls through the cracks: Complexities of learning to teach mathematics for understanding. Journal for Research in Mathematics Education, 24, 8-40.
27. Elmore, R. E, & McLaughlin, M. W. (1988). Steady Work: Policy, practice, and the reform of American education. Santa Monica, CA: The RAND Corporation.
28. Ernest, P. (1991). The philosophy of mathematics education. London: Falmer.
29. Etchberger, M. L., & Shaw, K. L. (1992). Teacher change as a progression of transitional images: A chronology of a developing constructivist teacher. School Science and Mathematics, 92(8), 411-17.
30. Feiman-Nemser, S., & Floden, R. E. (1986). The cultures of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 505-526). New York: Macmillan.
31. Fennema, E., Carpenter, T., & Loef, M. (1993). Learning to use children’s mathematical thinking: A case study. In C. Maher & R. Davis (Eds.), Schools, mathematics, and the world of reality. Boston: Allyn & Bacon.
32. Feyerabend, P. (1975). Against method. London: New Left Books.
33. The Ford Foundation (1972). A foundation goes to school. New York: Author.
34. Fosnot, C. T. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Tfeachers College Press.
35. Geertz, C. (1983). Local knowledge. New York: Basic Books.
36. Ginsburg, H. (1982). The development of addition in contexts of culture, social class, and race. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective. Hillsdale, NJ: Lawrence Erlbaum Associates.
37. Goodlad, J. I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
38. Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22, 170—218.
39. Hawkins, D. (1985). The edge of Platonism. For the Learning of Mathematics, 5(2), 2—6.
40. Jackson, P. W. (1990). Life in classrooms. New York: Tteachers College Press. (Original work published in 1968.)
41. Jones, D. L. (1990). A study of the belief systems of two beginning middle school mathematics teachers. Doctoral dissertation, University of Georgia, Athens.
42. Jones, D. (1991). Monitoring reform efforts: Studying change in Kentucky’s teachers. In E. Fennema & B. S. Nelson (Eds.), Methodologies for studying teacher change in the reform of school mathematics. Madison: University of Wisconsin Press.
43. Jones, P. S., & Coxford, A. F. (1970). Mathematics in the evolving schools. In National Council of Teachers of Mathematics (Ed.), A history of mathematics education in the United States and Canada (pp. 11 - 89). Washington, DC: National Council of Teachers of Mathematics.
44. Kentucky Department of Education (1993a). State regulations and recommended best practices for Kentucky’s primary program. Frankfort, KY: Author.
45. Kentucky Department of Education (1993b). Transformations: Kentucky’s curriculum framework. Frankfort, KY: Author.
46. Kidder, J. T. (1989). Among schoolchildren. New York: Avon.
47. Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.
48. Lakatos, I. (1976). Proofs and refutations. London: Cambridge University Press.
49. Lampert, M. (1987). Teachers’thinking about students’thinking about geometry: Theeffects of new teaching goals. (Issue paper TR-88-1.) Cambridge, MA: Educational Technology Center, Harvard Graduate School of Education.
50. Lave, J. (1988). Cognition in practice: Mind mathematics and culture in everyday life. Cambridge, England: Cambridge University Press.
51. Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
52. McCleary, J., & McKinney, A. (1986). What mathematics isn’t. Mathematical Intelligencer, 8(3), 51-52, 77.
53. Marks, R. (1987). Those who appreciate: The mathematician as secondary teacher. Joe: A case study of a beginning mathematics teacher. Stanford University: Knowledge Growth in Teaching Project.
54. Mathematical Association of America (1991). A call for change: Recommendations for the mathematical preparation of teachers of mathematics. Washington, DC: Author.
55. Mathematical Sciences Education Board & National Research Council (1991). Counting on you: Actions supporting mathematics teaching standards. Washington, DC: National Academy Press.
56. Munby, H. (1982). The place of teachers’ beliefs in research on teaching and decision making, and an alternative methodology. Instructional Science, 11, 201—225.
57. National Council of Teachers of Mathematics. (1970). A history of mathematics education in the United States and Canada. Washington, DC: Author.
58. National Council of Ifeachers of Mathematics. (1980). An agenda for action: Recommendations for school mathematics of the 1980s. Reston, VA: Author.
59. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
60. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Res ton, VA: Author.
61. Nespor, J. (1984). The interaction of school context and teachers’beliefs (R & D report No. 8023). Austin, TX: Research & Development Center for Teacher Education, University of Texas at Austin.
62. Nickson, M. (1992). The culture of the mathematics classroom: An unknown quantity? In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 101-114). New York: Macmillan.
63. Ryan, K. (1970). Don’t smile until Christmas: Accounts of the first year of teaching. Chicago: University of Chicago Press.
64. Saxe, G. B. (1991) Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.
65. Schifter, D., & Fosnot, C. T. (1991). Reinventing mathematics education: Stories of teachers meeting the challenge of reform. New York: Teachers College Press.
66. Schoenfeld, A. (1983). Beyond the purely cognitive: Belief systems, social cognitions, and metacognitions as driving forces in intellectual performance. Cognitive Science, 7, 329-363.
67. Schoenfeld, A. (1988). When good teaching leads to bad results: Disasters of well-taught mathematics classes. Educational Psychologist, 23,145-166.
68. Schofield, J. W. (1982). Black and white in school: Trust, tension or tolerance? New York: Praeger.
69. Shaw, K. L. (1989). Contrasts of teacher ideal and actual beliefs about mathematics understanding: Three case studies. Unpublished doctoral dissertation, University of Georgia, Athens.
70. Shirk, G. B. (1972). An examination of conceptual frameworks of beginning mathematics teachers. Doctoral dissertation, University of Illinois, Champaign-Urbana.
71. Thompson, A. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127.
72. Tymoczko, T. (1986). Making room for mathematicians in the philosophy of mathematics. Mathematical Intelligencer, 8(3), 44-50.
73. Voigt, J. (1985). Patterns and routines in classroom interaction. Recherches en Didactique des Mathematiques, 6(1), 69-118.
74. von Glasersfeld, E. (1984). An introduction to radical constructivism. In P. Watzlawick (Ed.), The invented reality: How do we know what we believe we know? (pp. 17-40). New York: Norton.
75. Warren, R.L. (1987). The school and its community context: The methodology of a field study. In G. Spindler (Ed.), Education and cultural process (pp. 120-135). Prospect Heights, IL: Waveland.
76. Weiss, I. R. (1978). Report of the 1977 national survey of science, mathematics, and social studies education. Research Triangle Park, NC: Center for Educational Research and Evaluation.
77. Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329 — 348). New York: Macmillan.