Explicating the teacher's perspective from the researchers' perspectives

Generating accounts of mathematics teachers' practice

Martin Simon, Ron Tzur

Research output: Contribution to journalReview article

Abstract

In this article we articulate a methodology for studying mathematics teacher development in the context of reform. The generation of accounts of teachers' practice, an adaptation of the case study, provides an approach to understanding teachers' current practice and to viewing their current practice in the context of development toward envisioned reforms. The methodology is an alternative both to studies that focus on teachers' deficits and to teachers' own accounts of their practice. Conceptual frameworks developed within the mathematics education research community are applied to the task of investigating the nature of practice developed by teachers in transition. We characterize this methodology as explicating the teacher's perspective from the researchers' perspectives.

Original languageEnglish (US)
Pages (from-to)252-264
Number of pages13
JournalJournal for Research in Mathematics Education
Volume30
Issue number3
StatePublished - May 1999

Fingerprint

mathematics
Methodology
teacher
Mathematics Education
methodology
Alternatives
reform
deficit
Context
community
education
Community
Framework

Keywords

  • Case-study methods
  • Pedagogical knowledge
  • Planning, decision making
  • Professional development
  • Qualitative methods
  • Teacher education
  • Teaching (role, style, methods)
  • Teaching practice

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

Cite this

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