Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
9649458 | The Journal of Mathematical Behavior | 2005 | 15 Pages |
Abstract
Despite general agreement that students should consider more than one way to solve a complex mathematics problem, this practice is rarely observed in U.S. classrooms. In this paper, we examine data that trace the year-long professional development experience of 12 veteran teachers of middle grades mathematics - experienced users of a standards-based mathematics curriculum - to unearth some issues and concerns that appeared to serve as obstacles to their use of multiple solutions in the classroom. We also identify key transformations that appear to account for the success of some teachers in embedding this practice in their instructional repertoire.
Related Topics
Physical Sciences and Engineering
Mathematics
Applied Mathematics
Authors
Edward A. Silver, Hala Ghousseini, Dana Gosen, Charalambos Charalambous, Beatriz T. Font Strawhun,