Ethnography of an integrated primary mathematics curriculum in a teacher training school in Hungary.
Published: 2006
Language: eng
Number of pages: 117
ISBN-13: 9780494161043
Subjects: Mathematics -- Study and teaching (Elementary) -- Hungary.; Mathematics -- Study and teaching (Elementary) -- Ontario.; Interdisciplinary approach in education -- Hungary.; Interdisciplinary approach in education -- Ontario.; Mathematics teachers -- Training of -- Hungary.; Mathematics teachers -- Training of -- Ontario.
Description: This ethnographic study on reform mathematics practice was conducted in a setting that gives insight into the role of reform mathematics in the entire primary curriculum and the methods of teacher training. The Hungarian findings are juxtaposed with current Ontario data on reform mathematics implementation to transpose understandings.Studies have shown that successful reform mathematics implementation depends on adequate teacher preparation and support. This study suggests, that in addition, teaching the entire primary curriculum to support mathematical thinking is key to making reform mathematics practice flourish.Data was collected in the form of field notes from interviews, daily classroom observation, curriculum documents, teacher training videos, textbooks, workbooks, training manuals, and government publications. Key findings include; understanding how a knowledge base is unified, the importance of honing logic and reasoning throughout the entire primary curriculum as well as teacher training, and the effective use of lesson study in teacher development.
Notes: Source: Masters Abstracts International, Volume: 44-06, page: 2527.

Includes abstracts in English and Hungarian.

Thesis (M.A.)--University of Toronto, 2006.

Electronic version licensed for access by U. of T. users.

ROBARTS MICROTEXT copy on microfiche.