Two Teachers' Conceptions of a Reform-Oriented Curriculum: Implications for Mathematics Teacher Development.

Lloyd, Gwendolyn M.

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Peer reviewed

ERIC Number: EJ598074

Record Type: CIJE

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1386-4416

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Two Teachers' Conceptions of a Reform-Oriented Curriculum: Implications for Mathematics Teacher Development.

Lloyd, Gwendolyn M.

Journal of Mathematics Teacher Education, v2 n3 p227-52 1999

Describes two high school teachers' conceptions of the cooperation and exploration components of a reform-oriented mathematics curriculum. Indicates that each teacher attributed difficulties with students' cooperative work to the amount of structure and direction offered by the problems. (Contains 38 references.) (Author/ASK)

Descriptors: Cooperative Learning, Educational Change, High Schools, Mathematics Curriculum, Mathematics Teachers, Problem Based Learning

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A