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Implementing Mathematics Reform: The Challenge Within

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Abstract

A qualitative case study research was conducted to investigate the process of evaluation and implementation of a Standard-based textbook by two seventh grade middle school mathematics teachers over a period of two years. The data suggested that teachers' mathematical knowledge was the greatest influence on how they evaluated and implemented the textbook. This mathematical knowledge manifested itself in how the teachers planned their instruction, interacted with students, and used the textbook in their classes.

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Authors and Affiliations

  1. Systemic Research Collaborative (Rm 518 E.), University of Texas-Austin, 406 G. Sanchez Building, Austin, TX, 78712, U.S.A.

    Azita Manouchehri

  2. Mathematics Department, Central Missouri State University, Warrensburg, MO, 65243, U.S.A.

    Terry Goodman

Authors
  1. Azita Manouchehri
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  2. Terry Goodman
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Manouchehri, A., Goodman, T. Implementing Mathematics Reform: The Challenge Within. Educational Studies in Mathematics 42, 1–34 (2000). https://doi.org/10.1023/A:1004011522216

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