id: 06262071
dt: j
an: 2014b.00146
au: de Araujo, Zandra; Jacobson, Erik; Singletary, Laura; Wilson, Patricia;
Lowe, Laura; Marshall, Anne Marie
ti: Teachers’ conceptions of integrated mathematics curricula.
so: Sch. Sci. Math. 113, No. 6, 285-296 (2013).
py: 2013
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: C29 D33 D34
ut: secondary mathematics; integrated mathematics; curriculum; implementation;
teachers’ conceptions
ci:
li: doi:10.1111/ssm.12028
ab: Summary: In this qualitative research study, we sought to understand
teachers’ conceptions of integrated mathematics. The participants
were teachers in the first year of implementation of a state-mandated,
high school integrated mathematics curriculum. The primary data sources
for this study included focus group and individual interviews. Through
our analysis, we found that the teachers had varied conceptions of what
the term integrated meant in reference to mathematics curricula. These
varied conceptions led to the development of the conceptions of
integrated mathematics curricula framework describing the different
conceptions of integrated mathematics held by the teachers. The four
conceptions ‒ integration by strands, integration by topics,
interdisciplinary integration, and contextual integration ‒ refer to
the different ideas teachers connect as well as the time frame over
which these connections are emphasized. The results indicate that even
when teachers use the same integrated mathematics curriculum, they may
have varying conceptions of which ideas they are supposed to connect
and how these connections can be emphasized. These varied conceptions
of integration among teachers may lead students to experience the same
adopted curriculum in very different ways.
rv: