As part of the moves to reform mathematics teaching in New South Wales, the Years 7-10 Mathematics Syllabus emphasises working mathematically. This paper presents the results of interviews conducted with 39 teachers to examine how they interpret the aims of working mathematically and the extent to which they are implementing working mathematically in their classrooms. The results indicate that while a small number of teachers have embraced the reforms, most have a limited conception of what working mathematically means and have not made any substantial change in their practice. The possible reasons for this situation are discussed.
|Title of host publication||Identities, cultures and learning spaces|
|Subtitle of host publication||proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia|
|Editors||Peter Grootenboer, Robyn Zevenbergen, Mohan Chinnappan|
|Place of Publication||Adelaide|
|Number of pages||8|
|Publication status||Published - 2006|
|Event||Annual conference of the Mathematics Education Research Group of Australasia, MERGA 29 (29th : 2006) - Canberra|
Duration: 1 Jul 2006 → 5 Jul 2006
|Conference||Annual conference of the Mathematics Education Research Group of Australasia, MERGA 29 (29th : 2006)|
|Period||1/07/06 → 5/07/06|
Cavanagh, M. (2006). Mathematics teachers and working mathematically: responses to curriculum change. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures and learning spaces: proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 115-122). Adelaide: MERGA.