Abstract
In light of changes called for in elementary mathematics teachers' practices, we surveyed 493 elementary teachers in California, Florida, and Michigan about their current goals and activities in teaching mathematics. Cluster analysis of survey responses yielded five clusters of teachers: (a) primary teachers who had students use manipulatives extensively; (b) teachers, most of whom used Math their Way, who had students use manipulatives and discuss problem solving extensively; (c) modal teachers whose profile reflected a softened version of drill-and-practice teachers; (d) drill-and-practice teachers; and (e) teachers in a cluster with three expert teachers, whose profile represented a more moderate version of the manipulative using and problem solving-oriented Cluster B teachers.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 471-488 |
| Number of pages | 18 |
| Journal | International Journal of Educational Research |
| Volume | 17 |
| Issue number | 5 |
| DOIs | |
| State | Published - 1992 |
Funding
The research reported in this article was conducted as part of the research agenda of the Center for the Learning and Teaching of Elementary Subjects at Michigan State University, East Lansing, MI. The Center for the Learning and Teaching of Elementary Subjects is funded primarily by the Office of Educational Research and Improvement, U.S. Department of Education. The opinions expressed in this article do not necessarily reflect the position, policy, or endorsement of the Office or the Department (Cooperative Agreement No. G0098C0226).
ASJC Scopus subject areas
- Education