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Cited by 340

The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.

Reform and Teaching: Exploring Patterns of Practice in the Context of National and State Mathematics Reforms

Spillane, James P., Zeuli, John S.·1999·Educational Evaluation and Policy Analysis
DOI 10.2307/1164544
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Abstract

This article investigates teachers' mathematics practice in the context of recent national and state efforts to reform mathematics education. The authors develop a conceptual frame for examining reformers' proposals for mathematics education in classroom teaching in terms of the intersection of classroom tasks and discourse patterns with principled and procedural mathematical knowledge. Applying this framework to examine mathematics instruction in 25 classrooms, classrooms where teachers reported practices consistent with the reforms as well as familiarity and agreement with either national or state mathematics standards, the authors identify distinctly different patterns of practice in response to the reforms. Based on this analysis, the authors identify some dimensions of practice that appear more responsive to reform than others. In light of their analysis, the authors consider issues for policy analysis, policy research, and the design of policy.

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Metadata

Authors
Spillane, J. P., & Zeuli, J. S.
Venue
Educational Evaluation and Policy Analysis
Publisher
SAGE Publications
Published
1999
Volume
21
Issue
1
Pages
1
ISSN
0162-3737 (ISSN-L)
DOI
10.2307/1164544
OpenAlex
W2005077056
Cited by
340
References
48
FWCI
55.50
Type
journal article
Language
en
Open access
closed

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.