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.

Linked References

  1. National Council of Teachers of Mathematics, Curriculum and Evaluation Standards for School Mathematics, National Council of Teachers of Mathematics, Reston, Va, USA, 1989.
  2. Ontario Ministry of Education, The Ontario Curriculum Grades 1-8: Mathematics, Queen’s Printer Ontario, Toronto, Canada, 2005.
  3. J. W. Stigler and J. Hiebert, The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom, The Free Press, New York, NY, USA, 1999.
  4. L. R. van Zoest and J. V. Bohl, “Mathematics teacher identity: a framework for understanding secondary school mathematics teachers’learning through practice,” Teacher Development, vol. 9, no. 3, pp. 315–345, 2005. View at Google Scholar
  5. D. L. Ball, H. C. Hill, and H. Bass, “Knowing mathematics for teaching: who knows mathematics well enough to teach third grade, and how can we decide?” American Educator, vol. 29, no. 3, pp. 14–46, 2005. View at Google Scholar
  6. J. Baumert, M. Kunter, W. Blum et al., “Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress,” American Educational Research Journal, vol. 47, no. 1, pp. 133–180, 2010. View at Publisher · View at Google Scholar · View at Scopus
  7. R. J. Sternberg and J. A. Horvath, “A prototype view of expert teaching,” Educational Researcher, vol. 24, no. 9, pp. 9–17, 1995. View at Google Scholar
  8. P. Sleegers, F. Geijsel, and R. van den Berg, “Conditions fostering educational change,” in Second International Handbook on Educational Leadership and Administration, K. Leithwood and P. Hallinger, Eds., Kluwer Academic Publishers, Dordrecht, The Netherlands, 2002. View at Google Scholar
  9. C. Thompson and J. S. Zueli, “The frame and the tapestry: standards-based reform and professional development,” in Teaching as the Learning Profession, L. Darling-Hammond and G. Sykes, Eds., Handbook of Policy and Practice, pp. 341–375, Jossey-Bass, San Fransisco, Calif, USA, 1999. View at Google Scholar
  10. B. Davis and E. Simmt, “Understanding learning systems: mathematics education and complexity science,” Journal for Research in Mathematics Education, vol. 34, no. 2, pp. 137–167, 2003. View at Google Scholar · View at Scopus
  11. R. E. Floden and C. M. Clark, “Preparing teachers for uncertainty,” Teachers College Record, vol. 89, no. 4, pp. 505–534, 1988. View at Google Scholar
  12. M. Fullan, What’s Worth Fighting for?: Working Together for Your School, Australian Council for Education Administration, Hawthorn, Australia, 1991.
  13. K. van Veen and P. Sleegers, “How does it feel? Teachers' emotions in a context of change,” Journal of Curriculum Studies, vol. 38, no. 1, pp. 85–111, 2006. View at Publisher · View at Google Scholar · View at Scopus
  14. R. Van den Berg, “Teachers' meanings regarding educational practice,” Review of Educational Research, vol. 72, no. 4, pp. 577–625, 2002. View at Google Scholar · View at Scopus
  15. A. H. Schoenfeld, “The math wars,” Educational Policy, vol. 18, no. 1, pp. 253–286, 2004. View at Publisher · View at Google Scholar · View at Scopus
  16. C. Lewis, R. Perry, and A. Murata, “How should research contribute to instructional improvement? The case of lesson study,” Educational Researcher, vol. 35, no. 3, pp. 3–14, 2006. View at Google Scholar
  17. K. F. Wheatley, “The potential benefits of teacher efficacy doubts for educational reform,” Teaching and Teacher Education, vol. 18, no. 1, pp. 5–22, 2002. View at Publisher · View at Google Scholar · View at Scopus
  18. S. Wilson and J. Berne, “Teacher learning and the acquisition of professional knowledge: an examination of research on contemporary professional development,” in Review of Research in Education, Iran-Najed and P. D. Pearson, Eds., vol. 24, pp. 173–209, American Educational Research Association, Washington, DC, USA, 1999. View at Google Scholar
  19. Elementary Teachers' Federation of Ontario, Teachers Learning Together: Action Research Resource, Elementary Teachers' Federation of Ontario, Toronto, Canada, 2007.
  20. C. T. Fosnot, Contexts for Learning Mathematics, Heinemann, Portsmouth, UK, 2007.
  21. S. Merriam, Qualitative Research and Case Study Applications in Education, Jossey-Bass, San Francisco, Calif, USA, 1998.
  22. D. E. Polkinghorne, “Narrative configuration in qualitative analysis,” in Life, History and Narrative, J. A. Hatch and R. Wisniewski, Eds., pp. 5–24, Falmer, London, UK, 1995. View at Google Scholar
  23. E. Wenger, “Communities of Practice,” Cambridge University Press, Cambridge, UK, 1998. View at Google Scholar
  24. J. E. Talbert, “Professionalism and politics in high school teaching reform,” Journal of Educational Change, vol. 3, no. 3-4, pp. 339–363, 2002. View at Google Scholar
  25. M. S. Gabella, “Unlearning certainty: toward a culture of student inquiry,” Theory Into Practice, vol. 34, no. 4, pp. 236–242, 1995. View at Google Scholar