Assisting teachers and students to reform the mathematics classroom
 Catherine A. Brown,
 Mary Kay Stein,
 Ellice Ann Forman
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This study examines the usefulness of selected aspects of Tharp and Gallimore's (1988) theory of assistance as a theoretical framework for describing and analyzing change efforts in a middle school mathematics reform project. Drawing upon Tharp and Gallimore's redefinition of teaching as assisting performance and learning as the result of assisted performance, the social organization of a schoolbased mathematics reform effort in which teacher educators, mathematics teachers, and students both assist and are assisted is analyzed. In addition, one particular classroom assistance activity is presented and analyzed in terms of characteristics of assistance that, according to the theory, should lead to significant learning.
 Title
 Assisting teachers and students to reform the mathematics classroom
 Journal

Educational Studies in Mathematics
Volume 31, Issue 12 , pp 6393
 Cover Date
 199609
 DOI
 10.1007/BF00143927
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Kluwer Academic Publishers
 Additional Links
 Authors

 Catherine A. Brown ^{(1)}
 Mary Kay Stein ^{(1)}
 Ellice Ann Forman ^{(1)}
 Author Affiliations

 1. Learning Research and Development Center, University of Pittsburgh, 15260, Pittsburgh, PA, U.S.A.