Learning Together the Challenge of Mathematics, Equity, and Leadership

Phi Delta Kappan

Volumn 78, Issue MAR, 1996, Pages 485-491

  Peterson, Penelope L ^a   Barnes, Carol ^b  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0041732074     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (13)

1. Seventy-five percent of the project's teachers are bilingual. Two-thirds of the teachers are people of color.
2. Research has shown that most American elementary school teachers have only a thin understanding of mathematics. See, for example, Gaea Leinhardt and Donald Smith, "Expertise in Mathematics Instruction: Subject Matter Knowledge," Journal of Educational Psychology, vol. 77, 1985, pp. 247-71; and Thomas Post et al., "Intermediate Teachers' Knowledge of Rational Number Concepts," in Elizabeth Fennema, Thomas P. Carpenter, and Susan J. Lamon, eds., Integrating Research on Teaching and Learning Mathematics (Albany, N.Y.: SUNY Press, 1991), pp. 177-98. This deficiency poses problems for mathematics education reform. See, for example, Magdalene Lampert, "When the Question Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching," American Educational Research Journal, vol. 27, 1990, pp. 29-63; and Deborah L. Ball, "With an Eye to the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics," Elementary School Journal, vol. 93, 1993, pp. 373-97.
3. Research has shown that most American elementary school teachers have only a thin understanding of mathematics. See, for example, Gaea Leinhardt and Donald Smith, "Expertise in Mathematics Instruction: Subject Matter Knowledge," Journal of Educational Psychology, vol. 77, 1985, pp. 247-71; and Thomas Post et al., "Intermediate Teachers' Knowledge of Rational Number Concepts," in Elizabeth Fennema, Thomas P. Carpenter, and Susan J. Lamon, eds., Integrating Research on Teaching and Learning Mathematics (Albany, N.Y.: SUNY Press, 1991), pp. 177-98. This deficiency poses problems for mathematics education reform. See, for example, Magdalene Lampert, "When the Question Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching," American Educational Research Journal, vol. 27, 1990, pp. 29-63; and Deborah L. Ball, "With an Eye to the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics," Elementary School Journal, vol. 93, 1993, pp. 373-97.
4. Research has shown that most American elementary school teachers have only a thin understanding of mathematics. See, for example, Gaea Leinhardt and Donald Smith, "Expertise in Mathematics Instruction: Subject Matter Knowledge," Journal of Educational Psychology, vol. 77, 1985, pp. 247-71; and Thomas Post et al., "Intermediate Teachers' Knowledge of Rational Number Concepts," in Elizabeth Fennema, Thomas P. Carpenter, and Susan J. Lamon, eds., Integrating Research on Teaching and Learning Mathematics (Albany, N.Y.: SUNY Press, 1991), pp. 177-98. This deficiency poses problems for mathematics education reform. See, for example, Magdalene Lampert, "When the Question Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching," American Educational Research Journal, vol. 27, 1990, pp. 29-63; and Deborah L. Ball, "With an Eye to the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics," Elementary School Journal, vol. 93, 1993, pp. 373-97.
5. Research has shown that most American elementary school teachers have only a thin understanding of mathematics. See, for example, Gaea Leinhardt and Donald Smith, "Expertise in Mathematics Instruction: Subject Matter Knowledge," Journal of Educational Psychology, vol. 77, 1985, pp. 247-71; and Thomas Post et al., "Intermediate Teachers' Knowledge of Rational Number Concepts," in Elizabeth Fennema, Thomas P. Carpenter, and Susan J. Lamon, eds., Integrating Research on Teaching and Learning Mathematics (Albany, N.Y.: SUNY Press, 1991), pp. 177-98. This deficiency poses problems for mathematics education reform. See, for example, Magdalene Lampert, "When the Question Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching," American Educational Research Journal, vol. 27, 1990, pp. 29-63; and Deborah L. Ball, "With an Eye to the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics," Elementary School Journal, vol. 93, 1993, pp. 373-97.
6. For more on the constructivist dilemma, see Ball, op. cit. See also Paul Cobb, "Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development," Educational Researcher, October 1994, pp. 13-20.
7. For more on the constructivist dilemma, see Ball, op. cit. See also Paul Cobb, "Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development," Educational Researcher, October 1994, pp. 13-20.
8. For examples of how this problem is worked out in practice, see the chapters by Deborah Ball and Sylvia S. Rundquist, Ruth M. Heaton and Magdalene Lampert, and Suzanne M. Wilson with Carol Miller and Carol Yerkes - all of which appear in David K. Cohen, Milbrey W. McLaughlin, and Joan E. Talbert, eds., Teaching for Understanding: Challenges for Policy and Practice (San Francisco: Jossey-Bass, 1993).
9. See, for example, Alan H. Schoenfeld, "Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics," in Douglas A. Grouws, ed., Handbook of Research on Mathematics Teaching and Learning (New York: Macmillan, 1992), pp. 334-70; and Lauren Resnick, "Treating Mathematics as an Ill-Structured Discipline," in Randall Charles and Edward Silver, eds., The Teaching and Assessing of Mathematical Problem Solving (Reston, Va.: National Council of Teachers of Mathematics, 1989), pp. 32-60.
10. See, for example, Alan H. Schoenfeld, "Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics," in Douglas A. Grouws, ed., Handbook of Research on Mathematics Teaching and Learning (New York: Macmillan, 1992), pp. 334-70; and Lauren Resnick, "Treating Mathematics as an Ill-Structured Discipline," in Randall Charles and Edward Silver, eds., The Teaching and Assessing of Mathematical Problem Solving (Reston, Va.: National Council of Teachers of Mathematics, 1989), pp. 32-60.
11. See, for example, Hilda Borko et al., "Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give Up Too Easily?," Journal for Research in Mathematics Education, vol. 23, 1992, pp. 194-222.
12. Our colleagues Deborah Ball and David Cohen describe more fully this idea of a social network or community as a resource; see "Resources for Reform: What Does the Educational System Bring to Learning a New Pedagogy of Mathematics or Literacy?," paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 1995.
13. See, for example, William A. Firestone and James R. Pennell, "State-Run Teacher Networks: Capacity-Building and Policy-Supporting Approaches," paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 1995.