Abstract
This chapter draws attention to the educative potential of teachers’ experiences with the curriculum materials that have been developed in the context of recent efforts to improve K-12 mathematics education in the United States. Examples from two different professional development settings illustrate how teachers’ beliefs can change on the basis of experiences with these innovative curriculum materials. Discussion of these examples suggests the need for greater attention to teachers’ beliefs about mathematics curriculum.
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Lloyd, G. (2002). Mathematics Teachers’ Beliefs and Experiences with Innovative Curriculum Materials. In: Leder, G.C., Pehkonen, E., Törner, G. (eds) Beliefs: A Hidden Variable in Mathematics Education?. Mathematics Education Library, vol 31. Springer, Dordrecht. https://doi.org/10.1007/0-306-47958-3_9
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DOI: https://doi.org/10.1007/0-306-47958-3_9
Publisher Name: Springer, Dordrecht
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