Skip to main content
SpringerLink
Log in

Challenging and Changing Mathematics Teaching Classroom Practices

  • Chapter
  • First Online:
Second International Handbook of Mathematics Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 10))

Abstract

This chapter summarizes general factors influencing change, and discusses matters which need to be considered by those working to achieve change in mathematics teaching practices. In the first section, we discuss two major sources of impetus for teacher change: (1) values and beliefs, and (2) technological advances. In the next two sections we explore the question: What important considerations in implementing planned changes in mathematics teaching are suggested by the existing body of knowledge? We focus on two seemingly essential dimensions of anyplanned effort to change teacher classroom practices: organizational approach and the nature of the professional development. Examples presented in the text are drawn from a variety of countries. We conclude with comments on the role of the specific goals of the planned change in framing the professional development and in assessing the change effort, and on the impact of culturally based views on the goals, content and availability of professional development. We acknowledge, throughout this chapter, that when considering research on either challenging or changing mathematics teaching classroom practices, readers should remember that care needs to be exercised in generalizing conclusions reached in one culture to another.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 429.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 549.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 549.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adler, J. (1996). Lave and Wenger’s social practice theory and learning school mathematics. In L. Puig & A. Guttierrez (Eds.), Proceedings of the Twentieth Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 3–10). Valencia, Spain: University of Valencia.

    Google Scholar 

  • Australian Educational Council. (1991). A national statement on mathematics for Australian schools. Carlton, Victoria, Australia: Curriculum Corporation.

    Google Scholar 

  • Ball, D. (1997). Developing mathematics reform: What we don’t know about teacher learning — but would make good hypotheses. In S. Friel & G. Bright (Eds.), Reflecting on our work (pp. 77–111). Lanham, MD: University Press America.

    Google Scholar 

  • Barnett, C, & Friedman, S. (1997). Mathematics case discussion: Nothing is sacred. In E. Fennema & B. Nelson (Eds.), Mathematics teachers in transition (pp. 381–399). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Becker, J. R., & Pence, B. J. (1996). Mathematics teacher development: Connections to change in teachers’ beliefs and practices. In L. Puig & A. Guttierrez (Eds.), Proceedings of the Twentieth Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 103–118). Valencia, Spain: University of Valencia.

    Google Scholar 

  • Bentzen, M., Bishop, J. Lieberman, A., & Seeman, A. (1974). Changing schools: The magic feather principle. New York: McGraw-Hill.

    Google Scholar 

  • Berman, R., & McLaughlin, M. (1978). Federal programs supporting educational change, Vol. viii: Implementing and sustaining innovations. Santa Monica, CA: Rand Corporation (ERIC Document Reproduction Service No. ED 159289).

    Google Scholar 

  • Bottino, R. M., & Furinghetti, F. (1998). The computer in mathematics teaching: Scenes from the classroom. In D. Tinslet & D. Johnson (Eds.), Information and communications technologies in school mathematics (pp. 131–139). London: Chapman and Hall (IFIR Series, 16).

    Google Scholar 

  • Brown, G (1985). A study of the socialization to teaching of a beginning secondary mathematicsteacher. Unpublished doctoral dissertation, University of Georgia, Athens, Georgia.

    Google Scholar 

  • Brousseau, G. (1997). Theory of didactical situations in mathematics: Didactique des mathématiques, 1970–1990. Dordrecht, The Netherlands: Kluwer Academic Publishers.

    Google Scholar 

  • Calderhead, J. (2001). International experiences of teaching reform. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp. 777–802). Washington, D. G.: American Educational Research Association.

    Google Scholar 

  • Campbell, P. F., & Robles, J. (1997). Project IMPACT: Increasing the mathematical power of all children and teachers. In S. Friel & G. Bright (Eds.), Reflecting on our work (pp. 173–178). Lanham, MD: University Press America.

    Google Scholar 

  • Campbell, P. F., & White, D. (1997). Project IMPACT: Influencing and supporting teacher change in predominantly minority schools. In E. Fennema & B. Nelson (Eds.), Mathematics teachers in transition (pp. 309–355). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Castle, S., & Watts, G. D. (1992). The tyranny of time. A Forum on School Transformation from the NEA National Center for Innovation, 7(2), 1–4.

    Google Scholar 

  • Chin, R., & Benne, K. (1969). General strategies for effecting changes in human systems. In W. Bennis, K. Benne & R. Chin (Eds.), The planning of change (2nd ed.) (pp. 32–59). New York: Holt, Rinehart, and Winston.

    Google Scholar 

  • Chisholm, L., Ndholvu, J., Mahomed, E., Lubisi, J, Ngozi, P., & Mphahlete, B. (2000). A South African curriculum for the twenty-first century: Report of the Review Committee of Curriculum 2000. Retrieved, August 2002, from the World Wide Web: http://www.polity.org.za

  • Clark, G. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. G Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 255–296). New York: Macmillan.

    Google Scholar 

  • Clark, D. (1994). Ten key principles for research for the professional development of mathematics teachers. In D. B. Aichele & F. Coxford (Eds.), Professional development for teachers of mathematics (1994 Yearbook of the National Council of Teachers of Mathematics) (pp. 37–48). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Cobb, P., & McClain, K. (2001). An approach to supporting teachers’ learning in social context. In F. Lin & T. J. Cooney (Eds.), Making sense of teacher education (pp. 207–232). Dordrecht, The Netherlands: Kluwer Academic Publishers.

    Google Scholar 

  • Cobb, P., Wood, T., Yackel, E., & McNeal, E. (1993). Mathematics as procedural instruction and mathematics as meaningful activity: The reality of teaching for understanding. In R. Davis & C. Maher (Eds.), Schools, mathematics and the world of reality (pp. 119–134). Needham Heights, MA: Allyn & Bacon.

    Google Scholar 

  • Cobb, P. Yackel, E., & Wood, T. (1992). Interaction and learning in mathematics classroom situations. Educational Studies in Mathematics, 23, 99–122.

    Google Scholar 

  • Cohen, D., & Hill, H. C. (2001). Learning policy: When state education reform works .New Haven, CN: Yale University Press.

    Google Scholar 

  • Colvin, R. L. (1997, February 23). Why tiny Singapore is at the top of the class. Los Angeles Times.

    Google Scholar 

  • Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. Maher & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (Journal for Research in Mathematics Education Monograph #4) (pp. 107–124). Reston, VA: National Council for Teachers of Mathematics.

    Google Scholar 

  • Cooney, T. (1985). A beginning teacher’s view of problem solving. Journal for Research in Mathematics Education, 16, 324–336.

    Google Scholar 

  • Croom, L. (1997). Mathematics for all students: Access, excellence and equity. In J. Trentacosta & M. J. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (1997 Yearbook of the National Council of Teachers of Mathematics) (pp. 1–9). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Cuban, L. (1988). Constancy and change in schools (1980s to the present). In P. Jackson (Ed.), Contribution to educational change: Perspectives on research and practice (pp. 85–106). Berkeley, CA: McCutchen.

    Google Scholar 

  • D’Ambrosio, U. (1997). Diversity, equity, and peace: from dream to reality. In J. Trentacosta & M. J. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (1997 Yearbook of the National Council of Teachers of Mathematics) (pp. 243–348). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Department of Education and Employment. (1998a). Numeracy matters: The preliminary report of the Numeracy Task Force. London: Department of Education and Employment.

    Google Scholar 

  • Department of Education and Employment. (1998b). The implementation of the National Numeracy Strategy: The Final Report of the Numeracy Task Force. London: Department of Education and Employment.

    Google Scholar 

  • Department of Education and Employment. (1999). The National Numeracy Strategy: Framework for teaching mathematics from Reception to Year 6. London: Department of Education and Employment.

    Google Scholar 

  • Department of Education and Skills. (2002). Organizing the daily mathematics lesson in MixedReception/Year 1 Classes. Retrieved August 2002 from the World Wide Web: http://ards.dfes.gov.uk

  • Educational Resources Information Center. (1997). Striving for excellence: The national educationalgoals, Vol. III. (ERIC Document Reproduction Service No. ED414633).

    Google Scholar 

  • Elmore, R. F., Peterson, P., & McCarthey, S. (1996). Restructuring in the classroom. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Even, R. (1999a). Integrating academic and practical knowledge in a teacher leaders’ development program. Educational Studies in Mathematics, 38, 235–252.

    Google Scholar 

  • Even, R. (1999b). The development of teacher-leaders and in-service teacher educators. Journal of Mathematics Teacher Education, 2, 3–24.

    Google Scholar 

  • Even, R., & Tirosh, D. (1995). Subject-matter knowledge and knowledge about students as sources of teacher presentations and subject matter. Educational Studies in Mathematics, 29, 1–20.

    Google Scholar 

  • Fennema, E., Carpenter, T., Franke, M., Levi, L., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403–434.

    Google Scholar 

  • Fennema, E., & Romberg, T. (Eds.) (1999). Mathematics classrooms that promote understanding. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Fennema, E., Sowder, J., & Carpenter, T. (1999). Creating classrooms that promote understanding. In E. Fennema & T. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 185–199). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Ferrini-Mundy, J. (1997). Reform efforts in mathematics education: Reckoning with the realities. In S. Friel & G. Bright (Eds.), Reflecting on our work: NSF teacher enhancement in K-6 Mathematics (pp.113–132). Lanham, MD: University Press America.

    Google Scholar 

  • Ferrini-Mundy, J., & Johnson, L. (1997). Highlights and implications. In J. Ferrini-Mundy & T. Schram (Eds.), The recognizing and recording reform in mathematics education project: insights, issues and implications (Journal for Research in Mathematics Education, Monograph #8) (pp. 111-128). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Ferrini-Mundy, J., & Schram, T. (Eds.) (1997). The recognizing and recoding reform in mathematics education projects: Insights, issues, and implications (Journal for Research in Mathematics Education, Monograph #8). Reston, VA: National Council for Teachers of Mathematics.

    Google Scholar 

  • Flavell, J. (1977). Cognitive development. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Franke, M., Fennema, E., & Carpenter, T. (1997). Changing teachers: Interactions between beliefs and classroom practice. In E. Fennema & B. Nelson (Eds.), Mathematics teachers in transition (pp. 255–282). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press.

    Google Scholar 

  • Fullan, M., & Pomfret, A. (1977). Research on curriculum and instruction implementation. Review of Educational Research, 47, 335–397.

    Google Scholar 

  • Graham, K., & Johnson, L. (1998). What is the role of parents and community members? In J. Ferrini- Mundy, K. Graham, L. Johnson & G. Mills (Eds.), Making change in mathematics education: Learning from the field (pp. 73–86). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Grant, S. G. (1998). Reforming reading, writing, and mathematics: Teachers’ responses and the prospects for systemic reform. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Groves, S., & Stacey, K. (1998). Calculators in primary mathematics: Exploring numbers before teaching algorithms. In L. J. Morrow & M. J. Kenney (Eds.), The teaching and learning of algorithms in school mathematics (1998 Yearbook of the National Council of Teachers of Mathematics) (pp. 120–129). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15, 5–12.

    Google Scholar 

  • Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 73,290–294.

    Google Scholar 

  • Hershkowitz, R., & Schwarz, B. (1999). Reflective processes in technology-based mathematics classrooms. Cognition and Instruction, 17, 65–91.

    Google Scholar 

  • Hino, K., & Shigematsu, K. (2002). A study of teacher change through inservice mathematics education programs in graduate school. In National Research Council, H. Bass, Z. Usiskin & G. Burrill (Eds.), Studying classroom teaching as a medium for professional development (pp. 35–45). Washington, D. C: Proceedings of a U.S.-Japan Workshop, Mathematical Sciences Education Board, Division of Behavioral and Social Sciences and Education, and U.S. National Commission on Mathematics Instruction, International Organizations Board. Press.

    Google Scholar 

  • Hord, S., & Loucks, S. (1980). A concerns-based model for the delivery of inservice. Austin: Texas University at Austin, Research and Development Center for Teacher Education. (ERIC Document Reproduction Service No. ED 206620).

    Google Scholar 

  • Howson, G., Keitel, C., & Kilpatrick, J. (1981). Curriculum development in mathematics. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Jacobs, J. E., & Becker, J. R. (1997). Creating a gender-equitable multicultural classroom using feminist pedagogy. In J. Trentacosta & M. J. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (1991 Yearbook of the National Council of Teachers of Mathematics) (pp. 107–114). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Jaworski, B. (1994). Investigating mathematics teaching: A constructivist enquiry. London: Falmer Press.

    Google Scholar 

  • Jaworski, B. (1999). The plurality of knowledge growth in mathematics teaching. In B. Jaworski, T. Wood & S. Dawson (Eds.), Mathematics teacher education: Critical international perspectives (pp. 180–209). London: Falmer Press.

    Google Scholar 

  • Jaworski, B. (2001). Developing mathematics teaching: Teachers, teacher educators and researchers as co-learners. In F. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 295–320). Boston: Kluwer Academic Publishers.

    Google Scholar 

  • Jones, D. (1997). A conceptual framework for studying the relevance of context to mathematics teachers’ change. In E. Fennema & B. Nelson (Eds.), Mathematics teachers in transition (pp. 131–154). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Kaiser, G., & Rogers, P. (1995). Equity in mathematics education: Influences of feminism and culture. London: Falmer Press.

    Google Scholar 

  • Kearns, D. (1995). Business and industry perspective. In I. M. Carl (Ed.), Prospects for school mathematics (pp. 323–328). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Kennedy, M. (1999). Form and substance in mathematics and science professional development. Madison, WI: University of Wisconsin at Madison, National Institute for Science Education (ERIC Document Reproduction Services, No. ED 435552).

    Google Scholar 

  • Kim, J. (1997). Republic of Korea. In D. Robitallile (Ed.). National contexts for mathematics and science education (pp. 226–234). Vancouver: Pacific Educational.

    Google Scholar 

  • Khisty, L. L. (1997). Making mathematics accessible to Latino students: Rethinking instructional practice. In J. Trentacosta & M. J. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (1997 Yearbook of the National Council of Teachers of Mathematics) (pp. 92–101). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Klein, R., Barkai, R., Tirosh, D., & Tsamir, P. (1998). Increasing teachers’ awareness of students’ conceptions of operations with rational numbers. In A. Olivier & K. Newstead (Eds.), Proceedings of the Twenty-Second Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 120–127). Johannesburg, South Africa: University of Stellenbosch.

    Google Scholar 

  • Knapp, M. (1997). Between systemic reforms and the mathematics and science classroom: The dynamic of innovation, implementation, and professional learning. Review of Educational Research, 67, 227–266.

    Google Scholar 

  • Koch, L. (1997). The growing pains of change: A case study of a third-grade teacher. In J. Ferrini-Mundy & T. Schram (Eds.), Recognizing and recording reform in a mathematics education project: Insights, issues and implications (Journal for Research in Mathematics Education Monograph 8) (pp. 87–109). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Krainer, K. (1999). Guest editorial: Teacher growth and school development. Journal of Mathematics Teacher Education, 2(3), 223–225.

    Google Scholar 

  • Krainer, K. (2001). Teachers’ Growth is more than the growth of individual teachers: The case of Gisela. In F. Lin & T. J. Cooney (Eds.), Making sense of teacher education (pp. 271–294). Boston: Kluwer Academic Publishers.

    Google Scholar 

  • Laborde, C. (2001). The use of new technologies as a vehicle for restructuring teachers’ mathematics. In F. Lin & T. J. Cooney (Eds.), Making sense of teacher education (pp. 87–110). Boston: Kluwer Academic Publishers.

    Google Scholar 

  • Lampert, M. (1993). Teacher’s thinking about students’ thinking about geometry: The effects of new teaching tools. In J. Schwartz, M. Yerushalmy & B. Wilson (Eds.), The Geometric Supposer: What is it a case of? (pp. 143–177). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Lanier, J. E., & Little, J. W. (1986). Research on teacher education. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 527–569). New York: Macmillan.

    Google Scholar 

  • Leder, G., & Sampson, N. (Eds.) (1989). Educating girls: Practice and research. Sydney: Allen and Unwin.

    Google Scholar 

  • Lerman, S. (2001). A review of research perspectives on mathematics teacher education. In F. Lin & T. J. Cooney (Eds.), Making sense of teacher education (pp. 33–52): Boston: Kluwer Academic Publishers.

    Google Scholar 

  • Little, J. K. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 19, 325–340.

    Google Scholar 

  • Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

    Google Scholar 

  • Loucks-Horsley, S., Stiles, K., & Hewson, P. (1996). Principles of effective professional development for mathematics and science education: A synthesis of standards. Madison, WI: University of Wisconsin at Madison, National Institute for Science Education.

    Google Scholar 

  • Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. S. (1998). Designing professional development for teachers of science and mathematics. Thousands Oaks, CA: Corwin.

    Google Scholar 

  • Lubinski, C, & Jaberg, P. (1997). Teacher change and mathematics K-4: Developing a theoretical perspective. In E. Fennema & B. Nelson (Eds.), Mathematics teachers in transition (pp. 223–254). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Ma, L. (1999). Knowing and teaching mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Markovits, Z., & Even, R. (1999). Mathematics classroom situations: An inservice course for elementary school teachers. In B. Jaworski., T. Wood & S. Dawson (Eds.), Mathematics teacher education: Critical international perspectives (pp. 59–67). London: Falmer Press.

    Google Scholar 

  • Markovitz, Z (in press). Analyzing mathematics classroom situations. Tel-Aviv, Israel: Mofet (in Hebrew).

    Google Scholar 

  • McHenry, K. (1992). Mathematics education: An industrial view. In I. Wirzup & R. Streit (Eds.), Developments in school mathematics education around the world (Vol. 3, pp. 14–24). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Mevarech, Z. (1995). Teachers’ paths on the way to and from the professional development forum. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 151–170). New York: Teachers College Press.

    Google Scholar 

  • Ministry of Education. (1993). Tomorrow 1998. Jerusalem, Israel: Ministry of Education.

    Google Scholar 

  • Miyake, M., & Nagasaki, E. (1997). Japan. In D. Robitallile (Ed.), National contexts for mathematics and science education (pp. 218–225). Vancouver: Pacific Educational.

    Google Scholar 

  • Morgan, C. (2000). Better assessment in mathematics education: A social perspective. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 225–242). Westport, CT: Ablex.

    Google Scholar 

  • Moses, R., Kamii, M., McAllister, S., & Howard, J. (1989). The Algebra Project: Organizing in the spirit of Ella. Harvard Educational Review, 59(4), 423–443.

    Google Scholar 

  • Nachmias, R., Midouser, D., & Shemla, A. (2001). Information and communication technologies usage by school students in an Israeli school: Equity, gender, and inside/outside school learning issues. Education and Information Technologies, 6(1), 43–53.

    Google Scholar 

  • National Commission on Mathematics and Science Teaching for the 21st Century. (2000). Before it’s too late. Jessup, MD: Education Publications Center.

    Google Scholar 

  • National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • National Council of Teachers of Mathematics (1991). Professional standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • National Research Council (1997). Learning from TIMSS: Results of the Third International Mathematics and Science Study. Washington, D. C: National Academy Press.

    Google Scholar 

  • National Research Council. (2001). Adding it up: Helping children learn mathematics. In J. Kilpatrick, J. Swafford & B. Findell (Eds.), Mathematics Learning Study Committee. Washington, D. C.: Center for Education, Division of Behavioral and Social Sciences and Education, National Academy Press.

    Google Scholar 

  • National Science Foundation (1996). Shaping the future: New expectations for undergraduate education in science, mathematics, engineering, and technology. Washington, D. C.: National Science Foundation, Directorate for Education and Human Resources (ERIC Document Reproduction Service No. ED404158).

    Google Scholar 

  • Noss, R., & Hoyles, C. (1996). Windows on mathematical meanings: Learning cultures and computers. Dordrecht, The Netherlands: Kluwer Academic Press.

    Google Scholar 

  • Office of Educational Research and Improvement (1997). Moderator’s guide to eighth-grade mathematics lessons: United States, Japan, and Germany. Washington, D. C: US Department of Education.

    Google Scholar 

  • Organization for Economic Co-operation and Development (OECD) (2000). Knowledge and skills for life: First results from PISA 2000. Paris: OECD.

    Google Scholar 

  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.

    Google Scholar 

  • Pelgrum, W., & Anderson, R. (Eds.) (1999). ICT and the emerging paradigm for lifelong learning: A worldwide educational assessment of infrastructure, goals and practices. Amsterdam, The Netherlands: International Evaluation Association (IEA).

    Google Scholar 

  • Ponte, J. P., Matos, J. F., Guimarães, H. M., Leal, L. C., & Canavarro, A. P. (1994). Teachers’ and students’ views and attitudes towards a new mathematics curriculum: A case study. Educational Studies in Mathematics26, 347–365.

    Google Scholar 

  • Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.

    Google Scholar 

  • Prawat, R. (1992). Are changes in views about mathematics teaching sufficient? The case of a fifth-grade teacher. The Elementary School Journal, 93(2), 195–211.

    Google Scholar 

  • Putnam, R. T., Lampert, M., & Peterson, P. L. (1990). Alternative perspectives on knowing mathematics in elementary schools. In C. Cazden (Ed.), Review of research in education (Vol. 16, pp. 57–150). Washington, D. C.: American Educational Research Association.

    Google Scholar 

  • Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp. 905–947). Washington, D. C: American Educational Research Association.

    Google Scholar 

  • Romberg, T. (1997). Mathematics in context: Impact on teachers. In E. Fennema & B. Nelson (Eds.), Mathematics teachers in transition (pp. 357–380). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Romberg, T., Zarinnia, E., & Williams, S. (1989). The influence of mandated testing on mathematics instruction: Grade 8 teachers’ perceptions. Madison, WI: University of Wisconsin, National Center for Research in Mathematical Sciences Education.

    Google Scholar 

  • Ruthven, K. (1999). Constructing a calculator-aware number curriculum: The challenges of systematic design and systematic reform. In O. Zaslavsky (Ed.), Proceedings of the Twenty-Third Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, 56–71.). Haifa, Israel: Technion Printing Center.

    Google Scholar 

  • Sarason, S. B. (1971, The culture of the school and the problem of change. Needham Heights, MA: Allyn & Bacon.

    Google Scholar 

  • Schifter, D. (1998). Learning mathematics for teaching: From a teachers’ seminar to the classroom. Journal of Mathematics Teacher Education 1, 55–87.

    Google Scholar 

  • Schifter, D., & Fosnot, C. (1993). Reconstructing mathematics education. New York: Teachers College Press.

    Google Scholar 

  • Schmidt, W., McKnight, C, Cogan, L., Jakwerth, P., & Houang, R. (1999). Facing the consequences: Using TIMSS for a closer look at US Mathematics and Science education. Dordrecht, The Netherlands: Kluwer Academic Publishers.

    Google Scholar 

  • Schuck, S. (1999, April). Driving a mathematics education reform with unwilling passengers. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada. (ERIC Document Reproduction Service No. ED431734).

    Google Scholar 

  • Schwan Smith, M. (2001). Practice-based professional development for teachers of mathematics. Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Secada, W., Fennema, E., & Adajian, L. (Eds.) (1995). New directions for equity in mathematics education. Cambridge, UK: Cambridge University Press (in collaboration with the National Council of Teachers of Mathematics).

    Google Scholar 

  • Servant, A. (1997). France. In D. Robitallile (Ed.), National contexts for mathematics and science education. Vancouver: Pacific Educational.

    Google Scholar 

  • Shuard, H., Walsh, A., Goodwin, J., & Worcester, V. (1991). Calculators, children and mathematics. London: Simon and Schuster.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Google Scholar 

  • Simon, M., & Schifter, D. (1991). Towards a constructivist perspective: An intervention study of mathematics teacher development. Educational Studies in Mathematics23, 309–331.

    Google Scholar 

  • Skott, J. (2000). The forced autonomy of mathematics teachers. In T. Nakahara & M. Koyama (Eds.), Proceedings of the Twentieth Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 169–176). Hiroshima, Japan: Nishiki.

    Google Scholar 

  • Skovsmose, O., & Valero, P. (2001). Breaking political neutrality: The critical engagement of mathematics education with democracy. In B. Atweh, H. Forgasz & B. Nebres (Eds.), Socio-cultural research on mathematics education: An international perspective (pp. 37–55). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • South Africa Ministry of Education. (1997). Curriculum 2005. Retrieved August 2002 from the World Wide Web: http://www.polity.org.za.

  • Sowder, J. T, Phillips, R. A., Armstrong, B. E., & Schappelle, B. (1998). Middle-grade teachers’ mathematical knowledge and its relationship to instruction. Albany, NY: State University of New York.

    Google Scholar 

  • Sparks, G. M. (1988). Teachers’ attitudes toward change and subsequent improvements in classroom teaching. Journal of Educational Psychology, 80(1), 111–117.

    Google Scholar 

  • Stein, M., & Brown, C. (1997). Teacher learning in a social context: Integrating collaborative and institutional processes with the study of teacher change. In E. Fennema & B. Nelson (Eds.), Mathematics Teachers in Transition (pp. 155–191). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Stevenson, H. W., Lee, S., & Stigler, J. (1986). Mathematics achievement of Chinese, Japanese, and American children. Science, 231, 693–699.

    Google Scholar 

  • Stevenson, H. W., & Nerison-Low, R. (2000). To sum it up: TIMSS case studies of education in Germany, Japan and the United States. Philadelphia, PA: U.S. Department of Education.

    Google Scholar 

  • Stevenson, H. W., & Stigler, J. W. (1992). The learning gap. New York: Summit Books.

    Google Scholar 

  • Stigler, J., & Baranes, R. (1988). Culture and mathematics learning. In E. Rothkopf (Ed.), Review of research in education (Vol. 15, pp. 253–306). Washington, D. G: American Educational Research Association.

    Google Scholar 

  • Stigler, J., & Hiebert, J. (1997). Understanding and improving classroom mathematics instruction: An overview of the TIMSS Video Project. Phi Delta Kappan, 79, 14–21.

    Google Scholar 

  • Stigler, J., & Hiebert, J. (1999). The teaching gap. New York: Free Press.

    Google Scholar 

  • Strauss, V. (2000). Looking East for math techniques. Retrieved August 2002 from the World Wide Web: http://www.washingtonpost.com.

  • Swafford, J., Jones, G., & Thornton, C. (1997). Increased knowledge in geometry and instructional practice. Journal for Research in Mathematics Education, 28, 467–483.

    Google Scholar 

  • Tapscott, D. (1998). Growing up digital: The rise of the NET-generation, New York: McGraw-Hill.

    Google Scholar 

  • Thompson, A. (1984). The relationship of teachers’ conceptions of mathematics teaching to instruc-tional practice. Educational Studies in Mathematics, 15, 105–127.

    Google Scholar 

  • Thompson, A. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handhook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan.

    Google Scholar 

  • Trentacosta, J., & Kenney, M. J. (Eds.) (1997). Multicultural and gender equity in the mathematics classroom: The gift of diversity (1997 Yearbook of the National Council of Teachers of Mathematics). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Undervisningsministeriet (1995). Matematik faghoefte 12. Kobenhavn: Undervisnings-ministeriet.

    Google Scholar 

  • Valero, P., & Jess, K. (2000). Supporting change through a mathematics team forum for teachers’ professional development. In T. Nakahara & M. Koyama (Eds.), Proceedings of the Twentieth Conference of the International Group for the Psychology of Mathematics Education (Vol.4, 249–256). Hiroshima, Japan: Nishiki.

    Google Scholar 

  • Waits, B., & Demana, F. (2000). Calculators in mathematics teaching and learning: Past, present and future. In M. Burke & F. Curcio (Eds.), Learning mathematics for a new century (pp. 51–66). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Webb, N. L. (1992). Assessment of students’ knowledge of mathematics: steps toward a theory. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 661–683). New York: Macmillan.

    Google Scholar 

  • Weick, K. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1–19.

    Google Scholar 

  • Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27,458–477.

    Google Scholar 

  • Yerushalmy, M., Chazan, D., & Gordon, M. (1993). Posing problems: One aspect of bringing inquiry into the classroom. In J. Schwartz, M. Yerushalmy & B. Wilson (Eds.), The Geometric Supposer: What is it a case of? (pp. 117–142). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Yingkang, U. (2002). The impact of Excel on the school mathematics curriculum. In D. Edge & Y. Hap (Eds.), Knowledge education for a knowledge-based era (pp. 479–485). Singapore: The Association of Mathematics Educators.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Tel-Aviv University, Israel

    Dina Tirosh

  2. University of Maryland, USA

    Anna O. Graeber

Authors
  1. Dina Tirosh
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anna O. Graeber
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Monash University, Australia

    Alan J. Bishop

  2. Universiti Brunei Darussalam, Brunei

    M. A. Clements

  3. Free University of Berlin, Germany

    Christine Keitel

  4. University of Georgia, Athens, USA

    Jeremy Kilpatrick

  5. The University of Hong Kong, Hong Kong

    Frederick K. S. Leung

Rights and permissions

Reprints and permissions

Copyright information

© 2003 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Tirosh, D., Graeber, A.O. (2003). Challenging and Changing Mathematics Teaching Classroom Practices. In: Bishop, A.J., Clements, M.A., Keitel, C., Kilpatrick, J., Leung, F.K.S. (eds) Second International Handbook of Mathematics Education. Springer International Handbooks of Education, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0273-8_22

Download citation

  • DOI: https://doi.org/10.1007/978-94-010-0273-8_22

  • Published:

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-3951-2

  • Online ISBN: 978-94-010-0273-8

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation