Innovative Curricula: Catalysts for Reform in Mathematics Teacher Education

Action in Teacher Education

Volumn 26, Issue 4, 2005, Pages 20-36

  Frykholm, Jeffrey ^a  

^a UNIVERSITY OF COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33846698819     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.2005.10463340     Document Type: Article

References (44)

1. Ball, D. L., 1988. Research on teacher learning: Studying how teachers' knowledge changes. Action in Teacher Education, 10 (2): 17–24.
2. Ball, D. L., 1990a. Prospective elementary and secondary teachers' understanding of division. Journal for Research in Mathematics Education, 21: 132–144.
3. Ball, D. L., 1990b. The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90: 449–466.
4. Ball, D. L., 1991. “ Research on teaching mathematics: Making subject matter part of the equation ”. In Advances in research on teaching, Edited by: Brophy, J., 1–48. Greenwich, CT: JAI.
5. Ball, D. L., and Cohen, D. K., 1996. Reform by the hook: What is—or might be—the role of curriculum materials in teacher learning and instructional reform?. Educational Researcher, 25 (9): 6–8. 14
6. Borko, H., 2004. Teacher learning and professional development: Mapping the terrain. Presidential address of the annual meeting of the American Educational Research Association. April2004, San Diego, CA.
7. Brophy, J., ed. 1991. Advances in research on teaching: Teachers' knowledge of subject matter as it relates to their teaching practice, vol. 2, Greenwich, CT: JAI.
8. Brown, C. A., and Borko, H., 1992. “ Becoming a mathematics teacher ”. In Handbook of research on mathematics teaching and learning, Edited by: Grouws, D. A., 209–242. New York: Macmillan.
9. Brown, S., Cooney, T., and Jones, D., 1990. “ Mathematics teacher education ”. In Handbook of research on teacher education, Edited by: Houston, W. R., 639–656. New York: Macmillan.
10. Bush, W., 1986. Prospective teachers' sources of decisions in teaching secondary mathematics. Journal for Research in Mathematics Education, 17: 21–30.
11. Cohen, D. K., 1990. A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12 (3): 327–345.
12. Cooney, T., 1994. Research and teacher education: In search of common ground. Journal for Research in Mathematics Education, 25: 608–636.
13. Cooney, T. J., Shealy, B. E., and Arvold, B., 1998. Conceptualizing belief structures of preservice secondary mathematics teachers. Journal for Research in Mathematics Education, 29: 306–333.
14. Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D., and 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.
15. Erickson, F., 1986. “ Qualitative methods in research on teaching ”. In Handbook of research on teaching, Edited by: Wittrock, M. C., 119–161. New York: Macmillan.
16. Fennema, E., and Franke, M. L., 1992. “ Teachers' knowledge and its impact ”. In Handbook of research on mathematics teaching and learning, Edited by: Grouws, D., 147–164. New York: Macmillan.
17. Frykholm, J. A., 1996. Preservice teachers in mathematics: Struggling with the standards. Teaching and Teacher Education, 12 (4): 665–681.
18. Frykholm, J. A., 1998. Beyond supervision: Learning to teach mathematics in community. Teaching and Teacher Education, 14 (3): 305–322.
19. Frykholm, J. A., 2000. Elementary mathematics: The missing piece in secondary teacher preparation?. FOCUS on Learning Problems in Mathematics, 22 (1): 27–44.
20. Frykholm, J. A., 2004. Teachers' tolerance for discomfort: Implications for curriculum reform in mathematics education. Journal of Curriculum and Supervision, 19 (2): 125–149.
21. Grant, S. G., Peterson, P. L., and Shojgreen-Downer, A., 1996. Learning to teach mathematics in the context of systemic reform. American Educational Research Journal, 33 (2): 509–541.
22. Heaton, R. M., 2000. Teaching mathematics to the new standards: Relearning the dance, New York: Teachers College Press.
23. Lambdin, D. V., and Preston, R. V., 1995. Caricatures in innovation: Teacher adaptation to an investigation-oriented middle school mathematics curriculum. Journal of Teacher Education, 46: 130–140.
24. Lappan, G., and Theule-Lubienski, S., 1994. “ Training teachers or educating professionals? What are the issues and how are they being resolved? ”. In Selected lectures from the seventh International Congress on Mathematical Education, Edited by: Robitaille, D. F., Wheeler, D. H., and Kieran, C., 249–261. Sainte-Foy, Canada: Les Presses de L'Universite Laval.
25. Lloyd, G. M., 1999. Two teachers' conceptions of a reform-oriented curriculum: Implications for mathematics teacher development. Journal of Mathematics Teacher Education, 2 (3): 227–252.
26. Lloyd, G. M., and Frykholm, J. A., 2000. How innovative middle school mathematics materials can change prospective elementary teachers' conceptions. Education, 120 (3): 575–580.
27. Lloyd, G. M., and Wilson, M. R., 1998. Supporting innovation: The impact of a teacher's conceptions of functions on his implementation of a reform curriculum. Journal for Research in Mathematics Education, 29: 248–274.
28. Lloyd, G. M., Spehl, S., and Spielman, L., The impact of textbooks and curriculum materials on preservice elementary teachers' experiences with mathematics. Paper presented at the annual meeting of the Association for the Psychology of Mathematics Education.
29. Lloyd, G. M., Spehl, S., and Spielman, L., Learning with and about curriculum materials. How preservice teachers interpret and use mathematics textbooks. Paper presented at the annual meeting of the Association of Mathematics Teacher Educators. Atlanta, GA.
30. Ma, L., 1999. Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States, Mahwah, NJ: Lawrence Erlbaum.
31. Manouchehri, A., 1997. School mathematics reform: Implications for mathematics teacher preparation. Journal of Teacher Education, 48: 197–209.
32. Mathematical Sciences Education Board (MSEB) and National Research Council. 1989. Everybody counts: A report to the nation on the future of mathematics education, Washington, DC: National Academy Press.
33. National Center for Research in Mathematical Sciences Education and Freudenthal Institute.//// (Eds.). 1997–1998. Mathematics in Context, Chicago: Encyclopaedia Britannica.
34. Remillard, J. T., 1999. Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development. Curriculum Inquiry, 29 (3): 315–342.
35. Schifter, D., 1998. Learning mathematics for teaching: From a teachers' seminar to the classroom. Journal of Mathematics Teacher Education, 1 (1): 248–274.
36. Shulman, L., 1986. Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2): 4–14.
37. Shulman, L., and Grossman, P. L., 1988. Knowledge growth in teaching: A final report to the Spencer Foundation, Stanford, CA: Stanford University Press.
38. Spradley, J., 1979. Participant observation, New York: Holt, Rinehart, and Winston.
39. Stigler, J., and Hiebert, J., 1999. The teaching gap: Best ideas from the world's teachers for improving education in the classroom, New York: Simon and Schuster.
40. Strauss, A. L., 1987. Qualitative analysis for social scientist, Cambridge: Cambridge University Press.
41. Thompson, A., 1992. “ Teachers' beliefs and conceptions: A synthesis of the research ”. In Handbook of research on mathematics leaching and learning, Edited by: Grouws, D., 127–146. New York: Macmillan.
42. Weiss, I. R., 1995. A profile of science and mathematics education in the United States, Chapel Hill, NC: Horizon Research.
43. Wilson, S. M., 1990. A conflict of interests: The case of Mark Black. Educational Evaluation and Policy Analysis, 12: 309–326.
44. Wolcott, H. F., 1993. Transforming qualitative data, Thousand Oaks, CA: Sage.