The Implementation of Mathematics Curriculum: A Case Study of Three Sixthgrade Teachers
This study was aimed to understand how elementary school teachers implemented mathematics curriculum in their classroom， and to explore factors which influenced such processes. A case study methodology was used to compare three sixth-grade teachers with different teaching experiences and backgrounds. The primary data sources were classroom observations， teacher interviews， and documents recordedall collected during the 2009-10 school year. Data analyses indicated that most mathematics tasks which the three teachers used were from textbooks. One of the teachers usually adjusted tasks to match students' life experience， and the other teachers usually followed textbooks. Although most tasks they used were classified as ‘procedure with connection，’ one teacher let her students learn mathematics tasks in a high cognitive way， because she often used teamwork and open-ended questions. The other teachers had their students learn mathematics in a low cognitive way， because they used close-ended questions. When the three teachers implemented mathematics curriculum， they had different considerations， including personal mathematics teaching beliefs， school policy related to achievement tests and scheduled progress， and students' learning habits， respectively. Thus， they presented different pictures of implementing mathematics curriculum.
|關鍵詞||課程實施、國小教師、數學課程、curriculum implementation、elementary school teacher、mathematics curriculum|