Skip to main content

'There's always another agenda': marshalling resources for mathematics reform

Buy Article:

$47.50 plus tax (Refund Policy)

Contemporary reforms in the US urge deep changes in mathematics teaching and learning and yet classroom practice continues, in many places, to be as conventional as ever. This paper examines how one mid-sized urban district marshalled resources for instruction in mathematics. We appraise the resources afforded by the district to mathematics and offer an argument for why the resource patterns look as they do. In contrast with literacy where staff, experience, and concern were extensive, mathematics lacked parallel resources. We argue that this pattern of resource allocation significantly affected the possibilities for change in the district's elementary mathematics programme. The magnitude of the changes envisioned by the current mathematics reforms, set against an analysis of the key district players' ideas, understandings, and agendas, leads us to argue that there is a paradoxical inversion of resources needed to support the kinds of improvements promoted by the mathematics reforms.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Publication date: 01 November 1997

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more