TEACHING MATHEMATICS FOR UNDERSTANDING - CASE-STUDIES OF 4 5TH-GRADE TEACHERS

This article describes the rationale for and the methods used in the 4 case studies of mathematics teaching discussed in the 5 articles that follow this one in this issue. Building on earlier research, we have examined how calls by the California Mathematics Framework for change in teaching are influenced by the resources teachers bring to teaching. Focusing specifically on mathematics teaching in elementary schools, we use narrative, descriptive, and in-depth interview techniques to elicit possible relationships between teachers' knowledge of mathematics and beliefs about the nature of mathematics teaching and learning, and their mathematics instruction. Each of the 4 fifth-grade teachers whose cases are described in the articles in this issue reflects the complex nature of this relationship. We hope this research will prove useful to teachers and policymakers interested in reforming instruction.