The Changing Role of the Mathematics Teacher
Doug M. Clarke
May 1997, Volume 28, Issue 3, Page 278
This case-study research investigated changing teacher roles associated with two teachers' use of innovative mathematics materials at Grade 6. Using daily participant observation and regular interviews with the teachers and the project staff member responsible for providing in-school support, a picture emerged of changing teacher roles and of those factors influencing the process of change. One teacher demonstrated little change in either espoused beliefs or observed practice over the course of the study. The second teacher demonstrated increasing comfort with posing nonroutine problems to students and allowing them to struggle together toward a solution, without suggesting procedures by which the problems could be solved. He also increasingly provided structured opportunities for students' reflection on activities and learning. Major influences on this teacher's professional growth appeared to be the provision of the innovative materials and the daily opportunity to reflect on classroom events in conversations and interviews with the researcher.
Linking Research and Practice
Case Study Methods