Caricatures in Innovation: Teacher Adaptation to an Investigation-Oriented Middle School Mathematics Curriculum

Lambdin, Diana V.; Preston, Ronald V.

doi:10.1177/0022487195046002007

Cited by 19 publications

(15 citation statements)

References 10 publications

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“…The one teacher that could not be identified as one of the three caricatures was due to insufficient data in the learning logs. These findings are not inconsistent with Lambdin and Preston's (1995) results.…”

Section: Resultssupporting

confidence: 73%

“…The characteristics that emerged separate the teachers into three broad categories. The findings have been adapted for description as caricatures in the same light as Noss and Hoyles (1993), and as implemented by Lambdin and Preston (1995). The caricatures represent classes of teachers in which the emphasis is on the striking characteristics.…”

Section: Methodsmentioning

confidence: 99%

“…Lambdin and Preston (1995) analyzed data collected from 34 sixth‐grade teachers who were implementing a pilot version of a reform curriculum, Connected Mathematics Project (CMP). As part of the study, the implementation of the curriculum including changes in classroom dynamics and the support needs of the teachers included in the study were documented.…”

Section: Introductionmentioning

confidence: 99%

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Using Instructional Logs to Study Teachers' Adaptation to Curricular Reform

Stickles

2011

School Sci & Mathematics

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In this study, the characteristics of teachers that motivate their implementation of reform curriculum, and the factors that influence the teachers' success in implementing the curriculum are investigated. In particular, teachers' internal struggles, frustrations, collegiality, and classroom successes during the implementation of the reform curriculum are considered. From data gathered from elementary school teachers through electronic instructional logs, a classification emerges that suggests that teachers fall into three broad categories based on their characteristics. Implications and future research directions are suggested.

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Section: Resultssupporting

confidence: 73%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Instructional Logs to Study Teachers' Adaptation to Curricular Reform

Stickles

2011

School Sci & Mathematics

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“…The possible benefit of reform-based materials in professional development programs has been confirmed by a number of research studies throughout the past decade (Cohen, 1990;Grant, Peterson, & Shojgreen-Downer, 1996;Lambdin & Preston, 1995;Lloyd & Wilson, 1998;Wilson, 1990;Lloyd, Spehl, & Speilman, 2002, 2003. These studies suggest that teachers' interpretations and implementation of reform recommendations and curricula are influenced by their conceptions of mathematics.…”

Section: Innovative K-12 Materials As the Context For Professional Dmentioning

confidence: 93%

Innovative Curricula: Catalysts for Reform in Mathematics Teacher Education

Frykholm

2005

Action in Teacher Education

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This article explores the potential of innovative, reform-based, middle school mathematics curricula to impact the professional development of teachers. Specifically, this 4-year study ( N = 131 participants) examined the degree to which repeated experiences with reformbased curriculum activities impacted prospective teachers' mathematical content knowledge, their thinking about how children learn mathematics, and the formation of their philosophical perspectives and pedagogical strategies. Findings and assertions were drawn from multiple data sources (interviews, discussions, classroom observations, student work, etc.) collected throughout the duration of the project. The findings suggest meaningful shifts in the perspectives of these teachers with respect to mathematics teaching and learning and show indications of growth in their own content and pedagogical content knowledge.The purpose of this article is to discuss the potential of using reform-based, middle school mathematics curricula as an educative agent for professional development and, in particular, for preservice teacher education. I t explores the degree to which repeated experiences with these curriculum materials can ( 1 ) impact prospective teachers' mathematical knowledge, competency, and confidence; (2) impact the ways in which prospective teachers think about how children learn mathematics; and (3) impact the formation of prospective teachers' philosophies and pedagogical practices. Given these three research goals, this article explores not only how the use of innovative K-12 materials appeared to impact the participants in this study but, more important, why these effects were observed. Toward that end, the article presents a framework to help guide the mathematics education community toward more effective teacher preparation. Theoretical FrameworkThe U.S. mathematics education community has narrowed the distance between the vision and the actual practice of reform-based teaching and learning in our schools. Yet recent writings in our field continue to indicate how difficult it can be for many teachers to fully embrace these pedagogical and curricular reforms. We know, for example, just how rigid and rote the typical U.S. instruction appears when compared to instruction in other countries around the world (Stigler &. Hiebert, 1999). Ma's (1999) captivating comparison of U.S. and Chinese teachers speaks volumes about the deficits many U.S. elementary teachers bring to the classroom with respect to their own inathematical content knowledge and related pedagogical sophistication. Similarly, Heaton's (2000) account of her own growth and development as a mathematics teacher points to the struggles that even reform-

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“…Because they are a source of mathematically rich problems and instructional activities, these materials may also give rise to potent opportunities for teachers to learn (Ball and Cohen 1996). Although many reports have illustrated the challenges faced by teachers when implementing Standards-based materials (e.g., Christou et al 2009;Lambdin and Preston 1995;Lloyd 1999;Manouchehri and Goodman 1998;Silver et al 2005), research has also offered encouraging images of teachers learning about mathematics and pedagogy while using these materials (Clarke 1997;Collopy 2003;Remillard 2000;Roth McDuffie and Mather 2009;Van Zoest and Bohl 2002).…”

Section: Curriculum Materials and Teacher Educationmentioning

confidence: 99%

School mathematics curriculum materials for teachers’ learning: future elementary teachers’ interactions with curriculum materials in a mathematics course in the United States

Lloyd

2009

ZDM Mathematics Education

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This report describes ways that five preservice teachers in the United States viewed and interacted with the rhetorical components (Valverde et al. in According to the book: using TIMSS to investigate the translation of policy into practice through the world of textbooks, Kluwer, 2002) of the innovative school mathematics curriculum materials used in a mathematics course for future elementary teachers. The preservice teachers' comments reflected general agreement that the innovative curriculum materials contained fewer narrative elements and worked examples, as well as more (and different) exercises and question sets and activity elements, than the mathematics textbooks to which the teachers were accustomed. However, variation emerged when considering the ways in which the teachers interacted with the materials for their learning of mathematics. Whereas some teachers accepted and even embraced changes to the teaching-learning process that accompanied use of the curriculum materials, other teachers experienced discomfort and frustration at times. Nonetheless, each teacher considered that use of the curriculum materials improved her mathematical understandings in significant ways. Implications of these results for mathematics teacher education are discussed.

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Caricatures in Innovation: Teacher Adaptation to an Investigation-Oriented Middle School Mathematics Curriculum

Cited by 19 publications

References 10 publications

Using Instructional Logs to Study Teachers' Adaptation to Curricular Reform

Using Instructional Logs to Study Teachers' Adaptation to Curricular Reform

Innovative Curricula: Catalysts for Reform in Mathematics Teacher Education

School mathematics curriculum materials for teachers’ learning: future elementary teachers’ interactions with curriculum materials in a mathematics course in the United States

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