„There’s always another agenda’: Marshalling resources for mathematics reform

Jeremy Price, Deborah Loewenberg Ball

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Contemporary reforms in the US urge deep changes in mathematics teaching and learning and yet classroom practice continues, in many places, to be as conventional as ever. This paper examines how one mid-sized urban district marshalled resources for instruction in mathematics. We appraise the resources afforded by the district to mathematics and offer an argument for why the resource patterns look as they do. In contrast with literacy where staff, experience, and concern were extensive, mathematics lacked parallel resources. We argue that this pattern of resource allocation significantly affected the possibilities for change in the district’s elementary mathematics programme. The magnitude of the changes envisioned by the current mathematics reforms, set against an analysis of the key district players’ ideas, understandings, and agendas, leads us to argue that there is a paradoxical inversion of resources needed to support the kinds of improvements promoted by the mathematics reforms.

Original languageEnglish
Pages (from-to)637-666
Number of pages30
JournalJournal of Curriculum Studies
Volume29
Issue number6
DOIs
StatePublished - 1 Jan 1997

Fingerprint

mathematics
reform
resources
district
literacy
instruction
staff
classroom
Teaching
learning
experience

Cite this

@article{1855d0d1d2b1472eb7ef76f6ad6fbe5d,
title = "„There’s always another agenda’: Marshalling resources for mathematics reform",
abstract = "Contemporary reforms in the US urge deep changes in mathematics teaching and learning and yet classroom practice continues, in many places, to be as conventional as ever. This paper examines how one mid-sized urban district marshalled resources for instruction in mathematics. We appraise the resources afforded by the district to mathematics and offer an argument for why the resource patterns look as they do. In contrast with literacy where staff, experience, and concern were extensive, mathematics lacked parallel resources. We argue that this pattern of resource allocation significantly affected the possibilities for change in the district’s elementary mathematics programme. The magnitude of the changes envisioned by the current mathematics reforms, set against an analysis of the key district players’ ideas, understandings, and agendas, leads us to argue that there is a paradoxical inversion of resources needed to support the kinds of improvements promoted by the mathematics reforms.",
author = "Jeremy Price and Ball, {Deborah Loewenberg}",
year = "1997",
month = "1",
day = "1",
doi = "10.1080/002202797183810",
language = "English",
volume = "29",
pages = "637--666",
journal = "Journal of Curriculum Studies",
issn = "0022-0272",
publisher = "Taylor and Francis Ltd.",
number = "6",

}

„There’s always another agenda’ : Marshalling resources for mathematics reform. / Price, Jeremy; Ball, Deborah Loewenberg.

In: Journal of Curriculum Studies, Vol. 29, No. 6, 01.01.1997, p. 637-666.

Research output: Contribution to journalArticle

TY - JOUR

T1 - „There’s always another agenda’

T2 - Marshalling resources for mathematics reform

AU - Price, Jeremy

AU - Ball, Deborah Loewenberg

PY - 1997/1/1

Y1 - 1997/1/1

N2 - Contemporary reforms in the US urge deep changes in mathematics teaching and learning and yet classroom practice continues, in many places, to be as conventional as ever. This paper examines how one mid-sized urban district marshalled resources for instruction in mathematics. We appraise the resources afforded by the district to mathematics and offer an argument for why the resource patterns look as they do. In contrast with literacy where staff, experience, and concern were extensive, mathematics lacked parallel resources. We argue that this pattern of resource allocation significantly affected the possibilities for change in the district’s elementary mathematics programme. The magnitude of the changes envisioned by the current mathematics reforms, set against an analysis of the key district players’ ideas, understandings, and agendas, leads us to argue that there is a paradoxical inversion of resources needed to support the kinds of improvements promoted by the mathematics reforms.

AB - Contemporary reforms in the US urge deep changes in mathematics teaching and learning and yet classroom practice continues, in many places, to be as conventional as ever. This paper examines how one mid-sized urban district marshalled resources for instruction in mathematics. We appraise the resources afforded by the district to mathematics and offer an argument for why the resource patterns look as they do. In contrast with literacy where staff, experience, and concern were extensive, mathematics lacked parallel resources. We argue that this pattern of resource allocation significantly affected the possibilities for change in the district’s elementary mathematics programme. The magnitude of the changes envisioned by the current mathematics reforms, set against an analysis of the key district players’ ideas, understandings, and agendas, leads us to argue that there is a paradoxical inversion of resources needed to support the kinds of improvements promoted by the mathematics reforms.

UR - http://www.scopus.com/inward/record.url?scp=0347432954&partnerID=8YFLogxK

U2 - 10.1080/002202797183810

DO - 10.1080/002202797183810

M3 - Article

AN - SCOPUS:0347432954

VL - 29

SP - 637

EP - 666

JO - Journal of Curriculum Studies

JF - Journal of Curriculum Studies

SN - 0022-0272

IS - 6

ER -