Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform

Curriculum Inquiry

Volumn 36, Issue 2, 2006, Pages 153-187

  Drake, Corey ^a   Sherin, Miriam Gamoran ^b  

^a IOWA STATE UNIVERSITY   (United States)

^b NORTHWESTERN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33744910645     PISSN: 03626784     EISSN: 1467873X     Source Type: Journal    
DOI: 10.1111/j.1467-873X.2006.00351.x     Document Type: Article

References (42)

1. Ball, D. L. (1991). Research on teaching mathematics: Making subject-matter knowledge part of the equation. In J. Brophy (Ed.), Advances in research on teaching, Vol. 2 (pp. 1-48). Greenwich, CT: JAI Press.
2. Ball, D. L.. (1997). Developing mathematics reform: What don't we know about teacher learning-but would make good working hypotheses. In S. N. Friel & G. W. Bright (Eds.), Reflecting on our work: NSF teacher enhancement in K-6 mathematics (pp. 77-111). Lanham, MD: University Press of America.
3. Ball, D. L.. (2001). Teaching, with respect to mathematics and students. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 11-22). Mahwah, NJ: Lawrence Erlbaum.
4. Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is - or might be - the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8, 14.
5. Ben-Peretz, M. (1990). The teacher-curriculum encounter: Freeing teachers from the tyranny of texts. Albany: State University of New York Press.
6. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
7. Casey, K. (1993). I answer with my life: Life histories of women teachers working for social change. New York: Routledge.
8. Chapman, O. (1997). Metaphors in the teaching of mathematical problem solving. Educational Studies in Mathematics, 32, 201-228.
9. Clandinin, D. J., & Connelly, F. M. (1998). Stories to live by: Narrative understandings of school reform. Curriculum Inquiry, 28(2), 149-164.
10. Clandinin, D. J., & Connelly, F. M.. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
11. Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. New York: Teachers College Press.
12. Craig, C. J. (2001). The relationships between and among teachers' narrative knowledge, communities of knowing, and school reform: A case of "The Monkey's Paw." Curriculum Inquiry, 31(3), 303-331.
13. Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14.
14. Drake, C. (2002). Experience counts: Career stage and teachers' responses to mathematics education reform. Educational Policy, 16(2), 311-337.
15. Drake, C.. (in press). Turning points: Using mathematics life stories to understand the implementation of mathematics education reform. Journal of Mathematics Teacher Education.
16. Drake, C., & Sherin, M. G. (2002, April). Changing models of curriculum use. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
17. Drake, C., Spillane, J. P., & Hufferd-Ackles, K. (2001). Storied identities: Teacher learning and subject matter context. Journal of Curriculum Studies, 33(1), 1-23.
18. Educational Evaluation and Policy Analysis. (1990). Volume 12(3), entire issue.
19. Friesen, S., Clifford, P., & Jardine, D. W. (1998). Meditations on classroom community, memory, and the intergenerational character of mathematical truth. Journal of Curriculum Theorizing, 14(3), 6-11.
20. Fuson, K. C. (2000). Children's Math Worlds. Unpublished curriculum. Northwestern University, Evanston, IL.
21. Fuson, K. C., De La Cruz, Y., Lo Cicero, A. M., et al. (2000). Blending the best of the 20th century to achieve a mathematics equity pedagogy in the 21st century. In M. Burke (Ed.), Learning mathematics for a new century, 2000 yearbook of the NCTM (pp. 197-212). Reston, VA: NCTM.
22. Fuson, K. C., Smith, S. T., & Lo Cicero, A. (1997). Supporting Latino first-graders' ten-structured thinking in urban classrooms. Journal for Research in Mathematics Education, 28(6), 738-766.
23. Heaton, R. M. (2000). Teaching mathematics to the new standards: Relearning the dance. New York: Teachers College Press.
24. Hufferd-Ackles, K. (1999). Learning by all in a math-talk learning community. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.
25. Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81-116.
26. Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition and Instruction, 3, 305-342.
27. Langness, L. L., & Frank, G. (1981). Lives: An anthropological approach to biography. Novato, CA: Chandler & Sharp.
28. LoPresto, K., & Drake, C. (2005). What's your (mathematics) story? Teaching Children Mathematics, 11(5), 266-271.
29. McAdams, D. P. (1993). The stories we live by: Personal myths and the making of self. New York: Guilford Press.
30. McLaughlin, M. W. (1976). Implementation as mutual adaptation: Change in classroom organization. Teachers College Record, 77(3), 339-351.
31. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
32. Remillard, J. T. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development. Curriculum Inquiry, 29(3), 315-342.
33. Remillard, J. T.. (2000). Can curriculum materials support teachers' learning? Two fourth-grade teachers' use of a new mathematics text. The Elementary School Journal, 100(4), 331-350.
34. Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5), 352-388.
35. Schifter, D. (Ed.). (1996). What's happening in math class?, Volume 1: Envisioning new practices through teacher narratives. New York: Teachers College Press.
36. Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22.
37. Sherin, M. G. (2002). When teaching becomes learning. Cognition and Instruction, 20(2), 119-150.
38. Sherin, M. G., & Drake, C. (2000). Models of curriculum use in the context of mathematics education reform. In M. L. Fernandez (Ed.), Proceedings of the twenty-second annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 667-672). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
39. Simmt, E. (1998). The fractal nature of a mother and son's mathematics knowing. Journal of Curriculum Theorizing, 14(3), 12-20.
40. Spillane, J. P. (2001). All students: Policy, practitioners, and practice. In S. Fuhrman (Ed.), National Society for the Study of Education (NSSE) Yearbook (pp. 217-241). Chicago: University of Chicago Press.
41. Thompson, A. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan.
42. Weick, K. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.