TY - JOUR
T1 - A discipline apart
T2 - The challenges of 'Fostering a Community of Learners' in a mathematics classroom
AU - Sherin, Miriam Gamoran
AU - Mendez, Edith Prentice
AU - Louis, David A.
N1 - Funding Information:
This research was supported by a post-doctoral fellowship from the James S. McDonnell Foundation to the first author, and by a grant from the Andrew W. Mellon Foundation to Stanford University and WestEd for the ‘Fostering a Community of Teachers as Learners Project’, Lee S. Shulman and Judith H. Shulman, principal investigators. The opinions expressed are those of the authors and do not necessarily reflect the views of the supporting agencies.
PY - 2004
Y1 - 2004
N2 - This is the fifth in a series that examines the challenges that teachers in different domains face as they attempt to implement the pedagogical reform 'Fostering a Community of Learners' (FCL). Here we focus on the relationship between FCL and the teaching of mathematics. We argue that it is possible to teach mathematics through the FCL pedagogy, but that doing so requires some rethinking of both mathematics instruction and FCL. In particular, we describe three shifts that aided a teacher's implementation of FCL pedagogy with mathematics: the teacher developed a new perspective on mathematics that emphasized the importance of having students learn both mathematical concepts and processes; the teacher developed a new understanding of the role of the teacher in mathematics-education reform; and the teacher modified his understanding of FCL, coming to believe that a discourse community could be the basis for FCL pedagogy in a mathematics classroom.
AB - This is the fifth in a series that examines the challenges that teachers in different domains face as they attempt to implement the pedagogical reform 'Fostering a Community of Learners' (FCL). Here we focus on the relationship between FCL and the teaching of mathematics. We argue that it is possible to teach mathematics through the FCL pedagogy, but that doing so requires some rethinking of both mathematics instruction and FCL. In particular, we describe three shifts that aided a teacher's implementation of FCL pedagogy with mathematics: the teacher developed a new perspective on mathematics that emphasized the importance of having students learn both mathematical concepts and processes; the teacher developed a new understanding of the role of the teacher in mathematics-education reform; and the teacher modified his understanding of FCL, coming to believe that a discourse community could be the basis for FCL pedagogy in a mathematics classroom.
UR - http://www.scopus.com/inward/record.url?scp=33845702198&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33845702198&partnerID=8YFLogxK
U2 - 10.1080/0022027032000142519
DO - 10.1080/0022027032000142519
M3 - Article
AN - SCOPUS:33845702198
SN - 0022-0272
VL - 36
SP - 207
EP - 232
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
IS - 2
ER -
