id: 06194252
dt: j
an: 2013e.00199
au: Simon, Martin A.
ti: Promoting fundamental change in mathematics teaching: a theoretical,
methodological, and empirical approach to the problem.
so: ZDM, Int. J. Math. Educ. 45, No. 4, 573-582 (2013).
py: 2013
pu: Springer, Berlin/Heidelberg
la: EN
cc: D20 B50
ut: teaching; educational reforms; teacher education; professional development;
theoretical construct; major assimilatory structures; accounts of
practice
ci:
li: doi:10.1007/s11858-013-0486-6
ab: Summary: Mathematics education reform, as conceptualized in the United
States and a number of other countries, represents a fundamental change
in the teaching of mathematics and the results it would produce for
students. Whereas there are data that suggest some progress is being
made in the direction of reform, teacher education and professional
development during the last two decades have been largely unsuccessful
in preparing teachers to enact the reform vision. In this article, the
author presents a theoretical construct, major assimilatory structures,
that can contribute to explaining the difficulty of promoting change in
mathematics teaching. He describes a methodology ‒ accounts of
practice ‒ for identifying major assimilatory structures of teachers
and present an example of a major assimilatory structure,
perception-based perspective, that emerged from our empirical work.
rv: