Reforming Mathematics Education: A Case Study Within the Context of New Times
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Author(s)
Jorgensen, Robyn
Griffith University Author(s)
Year published
2003
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This paper employs an ethnographic approach to researching the implementation of a
reform within a secondary school mathematics department. The study was conducted in
a junior secondary/middle school context. Drawing on teacher interviews data, it is
argued that there appears to be three main themes in teacher responses to reforms – the
Conservatives who prefer the status quo, the Pragmatists who are concerned about
practical issues related to implementation of reforms; and the Contemporaries who see
the value and need for reform.This paper employs an ethnographic approach to researching the implementation of a
reform within a secondary school mathematics department. The study was conducted in
a junior secondary/middle school context. Drawing on teacher interviews data, it is
argued that there appears to be three main themes in teacher responses to reforms – the
Conservatives who prefer the status quo, the Pragmatists who are concerned about
practical issues related to implementation of reforms; and the Contemporaries who see
the value and need for reform.
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Conference Title
26th Annual Conference of the Mathematics Education Research Group of Australasia
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© 2003 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author(s).