Table of Contents
ISRN Education
Volume 2013, Article ID 845164, 8 pages
Research Article

Uncertainty and the Reform of Elementary Math Education

Faculty of Education, Lakehead University, Thunder Bay, ON, Canada P7B 5E1

Received 6 February 2013; Accepted 6 March 2013

Academic Editors: M. Brynin, L. McCall, M. Recker, M. Reis, and L. Roecker

Copyright © 2013 Wayne Melville et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This paper investigates the notion of uncertainty as elementary teachers engage in conversations intended to develop their understanding and implementation of reform-based mathematics teaching. Using a narrative methodology, several sources of teacher uncertainty are investigated: teaching and learning, the subject, and improving one’s own teaching. The data analysis indicates two important findings. The first is the importance of substantive and syntactic subject knowledge as a necessary foundation for teachers to understand uncertainty in terms that renew their classroom practice. The second is the need to develop and sustain communities in which teachers value opportunities to critique their classroom practices.