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    Understanding teachers' resistance to the curricular inclusion of alternative algorithms

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    http://hdl.handle.net/11603/137
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    • SU Department of Education Leadership and Graduate Studies
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    Author/Creator
    Groth, Randall E.
    Date
    2007
    Type of Work
    Text
    Citation of Original Publication
    Groth, R.E. (2007). Understanding teachers' resistance to the curricular inclusion of alternative algorithms. Mathematics Education Research Journal, 19(1), 3-28.
    Subjects
    mathematics education
    Abstract
    This study focuses on a group of practitioners from a school district that adopted reform-oriented curriculum materials but later rejected them, partially due to the inclusion of alternative algorithms in the materials. Metaphors implicit in a conversation among the group were analysed to illuminate their perspectives on instructional issues surrounding alternative algorithms. Several possible sources of resistance to folding alternative algorithms into instruction were found, including the ideas that: successful learning does not involve struggling with mathematics, the teacher’s role in the classroom is primarily to present information, and that mathematics learning progresses according to a fixed sequence of levels.


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    Salisbury University
    Guerrieri Academic Commons
    1101 Camden Ave.
    Salisbury, MD 21801

    www.salisbury.edu

    Contact Information:
    Email: SOAR@salisbury.edu
    Phone: 410.543.6206


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.