© 2008 – 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
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
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
PATTERN OF TEACHING/LEARNING
CONCEPTION OF MATHEMATICS
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
Holt student authors