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A Revolution in One Classroom: The Case of Mrs. Oublier

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Author:David K. Cohen
Description: This journal article, which "probes the relationship between instructional policy and teaching practice," considers one California teacher's response to the state's mid-1980s mandate to replace mechanical memorization with mathematical understanding: "She believes that she has revolutionized her mathematics teaching. But observation of her classroom reveals that the innovations in her teaching have been filtered through a very traditional approach to instruction...." The observed teacher relies heavily on Mary Baratta-Lorton's Math Their Way, which aims "to develop understanding and insight of the patterns of mathematics through the use of concrete materials." Essay sections include "Something Old and Something New"; "New Mathematics, Old Mathematics"; "New Topics, Old Knowledge"; and "New Organization, Old Discourse." Sponsored in part by the National Center for Research on Teacher Education and the Center for the Learning and Teaching of Elementary Subjects (College of Education, Michigan State University), Cohen's work first appeared in a 1990 issue of the American Educational Research Association journal Educational Evaluation and Policy Analysis. It was funded by the Office of Education Research and Improvement under a grant from the U.S. Department of Education. Cohen's colleagues in the study included Deborah Ball and Janine Remillard; he received comments from Magdalene Lampert and Larry Cuban.

Levels: Elementary
Languages: English
Resource Types: Articles
Math Topics: Arithmetic/Early Math
Math Ed Topics: Materials-Reviews/Recommendations, Manipulatives, Teaching Styles/Practices, Pedagogical Research, Reform

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