RR 91-2 Changing visions and changing practices: Patchworks in learning to teach mathematics for understanding.
Abstract
Talk of the reform of mathematics education abounds. But there is little known about the processes by which elementary school teachers learn to change their practices and adapt to these reforms. In this paper, the authors investigate the learning of two teachersþMs. Leland and Ms. Rosenþwho participated in SummerMath, a staff development program focused on mathematics teaching. The teachers' experiences illustrate the ways in which individual teachers create their own "patchworks" of practice as they merge their prior knowledge and experience with the new ideas presented to them as learners and teachers of mathematics. The contrast of these cases enables the authors to explore a paradox inherent in teaching teachers: how to effect significant and specific changes in mathematics teaching while acknowledging that teachers themselves need to be active constructors of their knowledge and practice.