Re: Contexts- ch. 11

Ellice A Forman (ellice+ who-is-at pitt.edu)
Tue, 19 Dec 1995 10:22:18 -0500 (EST)

I agree with Jacques and Angel that Tharp's chapter does raise some
knotty questions about educational reform and its limitations--at least
in the U.S. This month's ER does offer additional sobering commentary,
as Angel has pointed out. Cohen's article provides additional reasons
why reform doesn't catch on. For example, "If we consider systemic
reform from the perspective of practice, it implies deep changes in at
least three areas of instruction: knowledge of academic subjects, and
teaching and learning; professional values and commitments; and the
social resources of practice. But these are among the weakest elements
in instruction in the United States" (p. 14).

I have been working with some colleagues at LRDC associated with the
QUASAR mathematics reform project on the issue Angel raised, the
relationship between structure and practice. Most of the pieces we've
written are in the form of conference papers but some are (in press)
publications. A sample of those is listed below. If you would like
copies, please let me know and I'll see if the first author is willing to
circulate a prepublication draft.
Brown, C.A., Stein, M.K. & Forman, E.A. (in press). Assisting teachers
and students to reform the mathematics classroom. Educational Studies in
Mathematics.
Stein, M.K., Silver, E.A., & Smith, M.S. (in press). Mathematics reform
and teacher development: A community of practice perspective. In J.
Greeno & S. Goldman (Eds.) Thinking practices. Hillsdale, NJ: Erlbaum.
Stein, M.K., & Brown, C.A. (in press). Teacher learning in a social
context: Social interaction as a source of significant teacher change in
mathematics. In E. Fenemma & B. Nelson (Eds.), Mathematics teachers in
transition.

Ellice Forman
Department of Psychology in Education
University of Pittsburgh