Students as Context in Mathematics Reform: The Story of Two Upper-Elementary Teachers

Abstract

This case study describes 2 experienced upper-elementary school teachers-Joe Scott and Karen Hill-who for the past 4 years have attempted to implement elements of educational reform in mathematics as part of a statewide effort in California. This statewide effort, which began with the adoption of a curriculum framework similar to the one recommended by the National Council of Teachers of Mathematics, involved changes in textbooks, teacher in-service programs, and statewide assessment. The 2 teachers, not surprisingly, brought important strengths and weaknesses to this effort. This article, which draws on 5 years of interview and observational data, focuses on a complex factor that is both a strength and a weakness: Scott and Hill's attentiveness to learners' needs. Scott views learners' needs largely through the prism of a fixed set of curricular demands. In Hill's case, attentiveness to student needs means focusing on an equally hard and fast set of demands-mathematical ability-albeit originating from the student side of the student-curriculum divide. Implications of these differing views of what students need on the reform effort are developed.