Learning About Teacher Change in the Context of Mathematics Education Reform: Where Are We Going?

Mathematics Teachers in Transition

Volumn , Issue , 2013, Pages 403-420

  Nelson, Barbara Scott ^a  

^a EDUCATION DEVELOPMENT CENTER   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85139635614     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203053713-24     Document Type: Chapter

References (43)

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: A research annual, (pp. 1-44).Greenwich, CT. JAI Press.
2. Ball, D. L. (1995). Connecting to mathematics as part of learning to teach. In Schifter, D. (Ed.). What’s happening in math class: Reconstructing professional identities (Vol 2., pp. 1-4). New York: Teachers College Press.
3. Ball, D. L. (1996). Teacher learning and the mathematics reforms: What we think we know and what we need to learn. Phi Delta Kappan. 77(7), 500-508.
4. Carey, D. A., Fennema, E., Carpenter, T. P., & Franke, M. L. (1995). Equity and mathematics education. In W. G. Secada, E. Fennema, & L. B. Adajian, (Eds.), New directions for equity in mathematics education, (pp. 93-125). Cambridge, England: Cambridge University Press.
5. Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23 (7), 13-20.
6. Cobb, P., & Yackel, E. (in press). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Journal of Educational Psychology.
7. Cobb, P., Wood, T., & Yackel, E. (1990). Classrooms as learning environments for teachers and researchers. In R. Davis, C. Maher, & N. Noddings, (Eds.), Constructivist views on the teaching and learning of mathematics. Journal for Research in Mathematics Education, Monograph no 4, pp. 125-146. Reston, VA: National Council for Teachers of Mathematics.
8. Cochran-Smith, M., & Lytle, S. L. (1996). Communities for teacher research: Fringe or forefront? In M. W. McLaughlin & I. Oberman (Eds.), Teacher learning: New policies, new practices, (pp. 92-112). New York: Teachers College Press.
9. Damarin, S. K. (1995). Gender and mathematics from a feminist standpoint. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education, (pp. 242-257). Cambridge, England: Cambridge University Press.
10. Davenport, L. R., & Sassi, A. (1995). Transforming mathematics teaching in Grades K-8: How narrative strauctures in resource materials help support teacher change. In B. S. Nelson (Ed.), Inquiry and the development of teaching: Issues in the transformation of mathematics teaching, (pp. 37-46). Newton, MA: Center for the Development of Teaching, Education Development Center.
11. Davidson, E., & Kramer, L. (in press). Integrating with integrity: Curriculum, instruction and culture in the mathematics classroom. In J. Trentacosta (Ed.), Multicultural and gender equity in the mathematics classroom: The gift ofdiversty. 1997 NCTM Yearbook. Reston, VA: National Council of Teachers of Mathematics.
12. Duckworth, E. R. (1987). “The having of wonderful ideas” and other essays on teaching and learning. New York: Teachers College Press.
13. Duckworth, E. R. (1991, April). Teaching and research in one: Extended clinical interviewing. Addrress to the annual meeting of the American Educational Research Association, Chicago, II.
14. Gardner, H. (1985). The mind’s new science. New York: Basic Books.
15. Goldsmith, L. T., & Sassi, A. (1996, April). Teachers in transition: Describing the terrain for developing mathematics teaching. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
16. Grossman, P. (1996). Of regularities and reform: Navigating the subject-specific territory of high schools. In M. W. McLaughlin & I. Oberman (Eds.), Teacher Learning: New policies, new practices, (pp. 39-47). New York: Teachers College Press.
17. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, IS, (5), 5—12.
18. Hammer, D. (1995). Misconceptions or P-prims: How might alternative perspectives of cognitive structure influence instructional perceptions and intentions? Newton, MA: Center for the Development of Teaching, Education Development Center.
19. Hammerman, J. K. (1995). Teacher inquiry groups: Collaborative explorations of changing practice. In B. S. Nelson (Ed.), Inquiry and the development of teaching: Issues in the transformation of mathematics teaching, (pp. 47-55). Newton, MA: Center for the Development of Teaching, Education Development Center.
20. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco: Jossey-Bass.
21. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
22. Lieberman, A. (1996). Networks for educational change: Powerful and problematic. In M. W. McLaughlin & I. Oberman (Eds.), Teacher Learning: New policies, new practices, (pp. 63-72). New York: Teachers College Press.
23. Lord, B. (1994). Teachers’ professional development: Critical colleagueship and the role of professional communities. In N. Cobb (Ed.), The future of education: Perspectives on national standards in America (pp. 175-204). New York: College Entrance Examination Board.
24. McDiarmid, G.W., & Wilson, S. M. (1991). An exploration of the subject matter knowledge of alternate route teachers: Can we assume they know their subject? Journal of Teacher Education, 42 (2), 93—103.
25. McLaughlin, M. W., & Talbert, J. E. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation’s educational goals. Stanford: Center for Research on the Context of Secondary School Teaching.
26. Nelson, B. S. (1995). Lenses on learning: How administrators’ideas about mathematics, learning and teaching influence their approaches to action in an era of reform. Manuscript in preparation.
27. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press.
28. Richards, J. (1991). Mathematical discussions. In E. von Glasersfeld (ed). Radical constructivism in mathematics education, (pp. 13-51). The Netherlands: Kluwer.
29. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford, England: Oxford University Press.
30. Russell, S.J., Schifter, D., Bastable, V., Yaffee, L., Lester, J.B., & Cohen, S. (1995). Learning mathematics while teaching. In B. S. Nelson (Ed.), Inquiry and the development of teaching: Issues in the transformation of mathematics teaching, (pp. 9-16). Newton, MA: Center for the Development of Teaching, Education Development Center.
31. Schifter, D. (1993). Mathematics process as mathematics content: A course for teachers. Journal of Mathematical Behavior. 12, 271-283.
32. Schifter, D. (1995). Teachers’ changing conceptions of the nature of mathematics: Enactment in the classroom. In B. S. Nelson (Ed.), Inquiry and the development of teaching: Issues in the transformation of mathematiacs teaching, (pp. 17—25). Newton, MA: Center for the Development of Teaching, Education Development Center.
33. Schifter, D. & Bastable, V. (1996). From the teachers’ seminar to the classroom: The relationship between doing and teaching mathematics, an example from fractions. Manuscript in preparation.
34. Schifter, D. (Ed.) (1996a). What’s happening in math class: Envisioning new practices through teacher narratives. (Vol. 1.) New York: Teachers College Press.
35. Schifter, D. (Ed.) (1996b). What’s happening in math class: Reconstructing professional identities. (Vol. 2.) New York: Teachers College Press.
36. Schifter, D. (1996c). A constructivist perspective on teaching and learning mathematics. Phi Delta Kappan, 77 (7) 492-499.
37. Schifter, D., & Fosnot, C.T. (1993). Reinventing mathematics education: Stories of teachers meeting the challenge of reform. New York: Teachers College Press.
38. Shepard, L., & Bliem, C. L. (1995). Parents’ thinking about standardized tests and performance assessments. Educational Researcher, 24(8), 25-32.
39. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 57(2), 4-14.
40. Silver, E., Smith, M., & Nelson, B. S. (1995). The QUASAR project: Equity concerns meet mathematics education reform in the middle school. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education, (pp. 9-56). Cambridge, England: Cambridge University Press.
41. Thompson, A.G. (1992). Teachers’ beliefs and conceptions: Asynthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning, (pp 127-146). New York: Macmillan.
42. Watt, M. L., & Watt, D. L. (1991). Teacher research, action research: The Logo action research collaborative. Newton, MA: Center for Learning, Teaching & Technology, Education Development Center.
43. Wood, T., Cobb, P., & Yackel, E. (1991). Change in teaching mathematics: A case study. American Educaional Research Journal, 28 (3) 587—616.