Search results for: Classrooms

The purpose of this study was to investigate the nature of classroom practice and how it is supported by the culture of a classroom. The primary participant in this study was an eighth-grade mathematics teacher renowned for being a good teacher whose teaching conformed to the intentions of the reform-oriented National Council of Teachers of Mathematics (NCTM) standards, with a particular emphasis on problem solving. The authors found that although Ms. Bryans appropriated some of the rhetoric and practices of problem-solving-based practice, her goals and assessment methods and most of her instructional methods were not consistent with common ideas of problem-solving mathematics.

This article seeks to identify the ways in which participation in school classrooms is similar to and different from those described by Lave and Wenger, which have claimed that legitimate peripheral participation is a universal feature of situated learning. As a means to investigate situated learning as participation, the author focuses on one particular form of learning in school, which can be referred to as usual school mathematics.

Early childhood teacher education methods classes often emphasize the application of developmentally appropriate practices (DAP). In this paper, two contrasting classroom scenarios are provided to illustrate developmentally appropriate technology use (DATU), a new educational term coined by the authors. A five-element framework for guiding teachers toward DATU is explained.

The article develops insights from Woodruff’s book (2001),'Reverence: Renewing a Forgotten Virtue' to discuss reverence in teaching. The purpose of the article is to understand spiritual dimensions of teaching by elucidating the cardinal and forgotten virtue of reverence. The study considers how the virtue of reverence is supported by appropriate classroom ritual and ceremony and discusses several examples of reverence and irreverence in classroom teaching. The authors conclude that to be reverent is to realize that we as humans are limited and imperfect, and the proper reaction to this state is humility, awe, and wonder.