SGER: The Wilder Social Context of Innovation in MathematicsEducation

这个项目的目的是调查一个 创新二年级数学问题解决项目，兼容 与最近的NCTM指南（NCTM，1989年），以确定如何 该项目的实施受到广泛的文化、社会 和政治力量。 具体来说，父母的观点， 社区领导人（学校董事会成员），学校管理人员， 教师和大学项目负责人关于数学 教学应该是什么样子，教师应该如何教学， 学生应该将所学的知识进行比较和对比。 这些 观点（关于数学的价值观和信念）在以下方面很重要： 光的声音和权力的父母，社区领袖和 管理人员在影响数学创新变革方面的作用。 运用民族志的研究方法和理论 整体民族志和符号互动主义的基础， 对这一创新项目的看法将通过 深入的观察、访谈和文件分析。 问题 指导数据收集包括，当大学 研究人员和公立学校，特别是数学， 在影响数学课堂上发生的事情中发挥作用？ 什么 家长和学校董事会成员在告知和 制定学区教学政策，以及他们如何 影响数学教育变革的进程 数据将 使用定性、归纳程序进行分析和解释。 这个项目可以作为一个范例的情况下，那些谁想要学习 更多关于实施创新的复杂性 与最近的改革相适应的数学课程 建议（例如NCTM，1989年）。

The purpose of this project is to investigate the evolution of an innovative second grade problem solving mathematics project, compatible with recent NCTM guidelines (NCTM, 1989), to determine how the implementation of the project is influenced by broad cultural, social, and political forces. Specifically, the perspectives held by parents, community leaders (school board members), school administrators, teachers, and the university project directors about what mathematics instruction should look like and how teachers should be teaching and students should be learning will be compared and contrasted. These perspectives (values and beliefs about mathematics) are important in light of the voice and power parents, community leaders and administrators have in influencing innovative change in mathematics. Using the research methodology of ethnography and the theoretical underpinnings of holistic ethnography and symbolic interactionism, the perceptions about this innovative project will be studied through intensive observations, interviews, and document analysis. Questions guiding the data collection include, what happens when university researchers and public school in general and mathematics in particular, play in influencing what occurs in mathematics classrooms? and what role do parents and school board members play in informing and developing school district instructional policy and how do they influence the process of educational change in mathematics? Data will be analyzed and interpreted using qualitative, inductive procedures. This project may serve as a paradigm case for those who want to learn more about the complexities associated with implementing innovative mathematics programs that are compatible with recent reform recommendations (e.g. NCTM, 1989).