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Mathematics Classroom Inquiry: The Need, a Method, and the Promise.

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Bibliographic Details
Title: Mathematics Classroom Inquiry: The Need, a Method, and the Promise.
Language: English
Authors: Lanier, Perry E., Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Availability: Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($2.00).
Peer Reviewed: N
Page Count: 22
Publication Date: 1981
Sponsoring Agency: National Inst. of Education (ED), Washington, DC.
Document Type: Reports - Research
Descriptors: Classroom Environment, Educational Research, Grade 9, Instruction, Mathematics Curriculum, Mathematics Education, Mathematics Instruction, Secondary Education, Secondary School Mathematics, Teacher Attitudes, Teaching Methods
Abstract: This paper, based on the inquiries of the General Mathematics Project, makes a case for naturalistic research in mathematics classrooms. In explicating the case, consideration is given to the need for information on classroom practices and the consequence of those practices on teaching and learning. Also considered is the need for research that addresses the problems of practice from the practitioner's perspective. Included is a discussion of the General Mathematics Project's evolution and tentative results. Some of those results are that teachers do teach general-math students differently from algebra students and that most teachers have unusual difficulty teaching general math and often feel only marginally or not at all successful. (Author/MP)
Entry Date: 1982
Accession Number: ED215887
Database: ERIC
Description
Abstract:This paper, based on the inquiries of the General Mathematics Project, makes a case for naturalistic research in mathematics classrooms. In explicating the case, consideration is given to the need for information on classroom practices and the consequence of those practices on teaching and learning. Also considered is the need for research that addresses the problems of practice from the practitioner's perspective. Included is a discussion of the General Mathematics Project's evolution and tentative results. Some of those results are that teachers do teach general-math students differently from algebra students and that most teachers have unusual difficulty teaching general math and often feel only marginally or not at all successful. (Author/MP)