SGER: The Wilder Social Context of Innovation in MathematicsEducation

这个项目的目的是调查一个创新的二年级问题解决数学项目的演变，与最近的NCTM指南(NCTM，1989)相一致，以确定该项目的实施如何受到广泛的文化、社会和政治力量的影响。具体地说，家长、社区领袖(学校董事会成员)、学校管理人员、教师和大学项目主管对数学教学应该是什么样子，教师应该如何教，学生应该如何学习的观点将进行比较和对比。鉴于家长、社区领袖和管理者在影响数学创新变化方面的发言权和权力，这些观点(关于数学的价值观和信念)是重要的。运用民族志的研究方法以及整体民族志和符号互动主义的理论基础，将通过深入的观察、访谈和文件分析来研究对这一创新项目的看法。指导数据收集的问题包括，当大学研究人员和整个公立学校，特别是数学，在影响数学课堂上发生的事情时会发生什么？家长和学校董事会成员在通知和制定学区教育政策方面扮演着什么角色，他们如何影响数学教育变革的进程？将使用定性、归纳的程序对数据进行分析和解释。对于那些想要更多地了解与实施符合最近的改革建议(例如，NCTM，1989)的创新数学项目相关的复杂性的人来说，这个项目可以作为一个范例案例。

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).