Teachers' Responses to an Investigative Mathematics Syllabus: Their Goals and Practices

Abstract

Despite attempts to encourage teachers to adopt investigative teaching behaviours, there is strong evidence of the resilience of teacher-centred school mathematics teaching. This study uses interpretive research methods to explore teachers’ practices and relate these to their goals. Analysis of case studies indicates that syllabus documents have influenced teachers’ choices of teaching strategies. Most teachers had calculation-based goals for less able students and conceptual goals for more able students. Three distinct teaching strategies were identified and described. The relationships between teachers’ goals, beliefs, and practices can guide the construction of teacher programmes that focus on student construction of knowledge.