Lessons learned from detracked mathematics departments

Theory into Practice

Volumn 45, Issue 1, 2006, Pages 72-81

  Horn, Ilana Seidel ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33645154277     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4501_10     Document Type: Article

References (26)

1. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139-147.
2. Boaler, J. (2002a). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
3. Boaler, J. (2002b). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33, 239-258.
4. Boaler, J. (2004) Promoting equity in mathematics classrooms - Important teaching practices and their impact on student learning. Paper presented July 2004 at the International Conference for Mathematics Education, Copenhagen, Denmark.
5. Boaler, J., Brodie, K., & Shahan, E. (2004). Teaching mathematics and social justice: Multidimensionality and responsibility. Paper presented July 2004 at the International Conference for Mathematics Education, Copenhagen, Denmark.
6. Boaler, J., & Staples, M.E. (under review), Transforming students' lives through an equitable mathematics approach: The case of Railside School.
7. Cohen, E. (1994). Designing groupwork: Strategies for the heterogeneous classroom. New York: Teachers College Press.
8. Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.
9. Gutiérrez, R. (1996). Practices, beliefs, and cultures of high school mathematics departments: Understand ing their influences on student advancement. Journal of Curriculum Studies, 28, 495-530.
10. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., et al. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25, 12-21.
11. Horn, I. S. (2002). Learning on the job: Mathematics teachers' professional development in the contexts of high school reform. Unpublished doctoral dissertation, University of California, Berkeley.
12. Horn, I. S. (2004a). Developing conceptually transparent language for teaching through collegial conversations. In D. E. McDougall & J. A. Ross (Eds.), Proceedings of the 26th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 860-861). Toronto: OISE/UT.
13. Horn, I. S. (2004b). Why do students drop advanced mathematics? Educational Leadership, 62, 61-65.
14. Horn, I. S. (2005). Learning on the job: A situated account of teacher learning in two high school mathematics departments. Cognition & Instruction, 23, 207-236.
15. Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91, 509-536.
16. Little, J. W. (1999). Teachers' professional development in the context of secondary school reform: Findings from a three-year study of restructuring schools. Paper presented April 1999 at the annual meeting of the American Educational Research Association, Montreal, Canada.
17. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
18. McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
19. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
20. Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: RAND.
21. Resnick, L. B. (1988). Treating mathematics as an ill-structure discipline. In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 32-60). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
22. Rubin, B. (2003). Unpacking detracking: When progressive pedagogy meets students' social worlds. American Educational Research Journal, 40, 539-573.
23. Ruthven, K. (1987). Ability stereotyping in mathematics. Educational Studies in Mathematics, 18, 243-253.
24. Schoenfeld, A. H., Smith, J. P. I., & Arcavi, A. (1993). Learning: The microgenetic analysis of one student's evolving understanding of a complex subject matter domain. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 4, pp. 55-175). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
25. Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: Free Press.
26. Stodolsky, S., & Grossman, P. (2000). Changing students, changing teaching. Teachers College Record, 102, 125-172.