Abstract

Within the current mathematics teacher population there are teachers that want to change from traditional teaching styles to become more reform-oriented (i.e. focusing on student understanding rather than procedures). Many of these teachers do not know how to begin this change. This research looks into the tools that are most valuable for teachers as they change from traditional teaching practices to include more reform-oriented teaching practices. Through this phenomenological study, six successful reform-oriented teachers were interviewed to understand what tools they found to be most valuable in their process of change. The interviews uncovered a common guiding principle that facilitates successful change towards reform teaching—focusing on the students' mathematics. This guiding principle led all the teachers to implementing task-based lessons and improving their questioning towards their students. The two tools found to be of most value, reflection and collaboration, are identified and explored. The implications of a reform curriculum are also discussed. Limitations of the study are identified and areas of future research are explored.

Degree

MA

College and Department

Physical and Mathematical Sciences; Mathematics Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2010-07-07

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd3729

Keywords

mathematics education, phenomenology, reform, collaboration, reflection, reform curriculum, questioning

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