| Abstract: | If the intellectual norms and values embedded in the mathematics education reform movement are to move beyond individual classrooms
and significantly influence entire schools and districts, school and district administrators will need to become centrally,
rather than peripherally, involved. This paper discusses the ways administrators' ideas about the nature of mathematics, learning,
teaching, and school culture affect their interpretations of the nature and intent of the elementary mathematics reform movement
and their thoughts about of how they might support it. In particular, administrators' views of parents' concerns, professional
development for teachers, and of how new ideas move around in a school are discussed. I argue that administrators have well-formed
ideas about mathematics, learning, and teaching, which influence their views of reform and their ideas of how to provide support.
These ideas need to be taken into account if administrators are to be central actors in reform.
This revised version was published online in July 2006 with corrections to the Cover Date. |
