1st Edition

Embracing Reason Egalitarian Ideals and the Teaching of High School Mathematics

    396 Pages
    by Routledge

    396 Pages
    by Routledge

    This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It includes the writings and perspectives of high school students, high school teachers, preservice teacher candidates, doctoral students in mathematics education and other fields, mathematics teacher educators, and other education faculty. As a whole, this case study provides an opportunity to reflect on reform visions of mathematics for all students and the challenges inherent in the implementation of these visions in US schools. It challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.

    Preface: Mathematics and Egalitarian Ideals

    School Mathematics and Egalitarian Ideals: A Focus on Reason(s)


    1 Introduction to Our Case Study

    Our Goals and Our Own Voices

    The Importance of Teacher Development

    A School-University PDS Two-Way Relationship

    The Structure of this Case Study and Its Included Texts

    Part I Changes in Classroom Teaching Practice

    2 Assessment

    Mathematics Performance Assessment

    Alternative Formats and A Taxonomy of Tasks

    3 Curriculum and Instructional Models

    Starting a Functions-Based Approach to Algebra

    Perspectives on Holt Algebra 1 from the Department Chair and a Newer Teacher

    4 Planning

    Teacher as Course-Level Planner

    Must Teachers’ Create Curriculum? For Every Class?

    5 Interlude A: On-campus Preservice Assignments

    TE 804 Reflection and Inquiry in Teaching Practice II

    Preservice Teachers as Curriculum Makers

    Should Preservice Teachers be Encouraged to Create Curriculum?

    6 Instructional Tasks

    Finding Mathematics in the World Around Us

    Getting Past Lame Justifications!

    7 Classroom Roles

    One Teacher’s Transformation in Teaching

    What Teachers Think is Important!

    Part II Student Experience of the Curriculum

    8 Lower Track Classes

    From an E to an A with the Help of a Graphing Calculator

    How Important are Calculators?

    9 Standard Track Classes

    Students’ views of mathematical conversation




    Managing Students’ Participation in Classroom Conversation

    10 Advanced Coursework

    Developing an Interest in Mathematics

    What is "mathematical power"? Related dilemmas of teaching

    11 Interlude B: Observation in Classrooms

    Field Experience really was the Best Teacher!

    Our Contrasting Preservice Field Experiences

    12 Interlude C: Student Teaching/Internship

    What Kind of Teacher Will I Be?

    How Do We Talk with Other Teachers about Our "Holt" Experiences?

    Part III Professional Growth and Development

    13 Time and Respect

    Being Treated (and Treating Ourselves) as Professionals

    Thoughts from Latecomers

    14 Restructuring Teacher Work

    Shared Teaching Assignments

    What Do Shared Teaching Assignments Tell Us about Learning while Teaching?

    15 Departmental Culture

    One Transformed Teacher’s Viewpoint

    Elementary Mathematics can be Complex and Interesting!

    16 Changing the Math Curriculum

    Teaching a Technologically-Supported Approach to School Algebra

    Thoughts on Where to Start

    17 Learning from Students and Colleagues

    Questioning Ourselves and the Authorities

    Should We Ever Tell Mathematical White Lies to Our Students?

    18 Interlude D: Learning Math from Coursework Conversation

    Lines and points

    Comments from Some Former "Students"

    19 Participation in Teacher Education

    Becoming a Professional Teacher; Being a Mentor Teacher

    Being a Mentor Teacher is Hard Work!

    20 Graduate Study

    Theory is Practical!

    The Role of Views of Mathematics in Teaching

    Part IV Stepping back: The perspective of a local "outsider"

    21 A Quiet Revolution? Reflecting on Mathematics Reform at Holt High School


    Cast of Characters


    Teacher authors and responders

    Teacher responders

    Holt student authors

    Non-Holt authors



    Daniel Chazan, Sandra Callis, Michael Lehman