Understanding teachers' resistance to the curricular inclusion of alternative algorithms

dc.contributor.author	Groth, Randall E.
dc.date.accessioned	2015-08-06T14:51:07Z
dc.date.available	2015-08-06T14:51:07Z
dc.date.issued	2007
dc.description.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.	en_US
dc.identifier	doi:10.13016/M22D1S
dc.identifier.citation	Groth, R.E. (2007). Understanding teachers' resistance to the curricular inclusion of alternative algorithms. Mathematics Education Research Journal, 19(1), 3-28.	en_US
dc.identifier.issn	2211-050X
dc.identifier.uri	http://hdl.handle.net/11603/137
dc.language.iso	en_US	en_US
dc.relation.isAvailableAt	Salisbury University	English
dc.subject	mathematics education	en_US
dc.title	Understanding teachers' resistance to the curricular inclusion of alternative algorithms	en_US
dc.type	Text	en_US

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