Elementary Teachers’ Views of and Experiences with Reform-Based Mathematics Curricula
As part of a large-scale study about elementary students’ views of and experiences with mathematics and mathematicians, Grade 4 and 8 teachers in the Canadian province of Ontario were interviewed about their experiences learning and teaching mathematics. In this paper, I discuss challenges faced by teachers in implementing the current, reform-based Ontario Mathematics Curriculum, which differs substantially from the traditionalist manner in which they learned mathematics. The results of this study suggest that implementation of this curriculum involved substantial shifts in the participants’ teaching practice and created challenges interacting with parents. The findings highlight challenges and delays that occur between curriculum reform and implementation of these reforms as intended.
Published in: Canada International Conference on Education, 2017
- Date of Conference: 26-29 June, 2017
- DOI: 10.2053/CICE.2017.0208
- Electronic ISBN: 978-1-908320-83-4
- Conference Location: University of Toronto Mississauga, Canada