Teaching with Multiple Strategies: An Investigation of Elementary Teachers’ Understandings during a Lesson Study Cycle

Abstract

Viewing teachers as learners of policy reform, this exploratory study examines a group of elementary mathematics teachers as they discussed teaching with multiple strategies as found in the new Mathematics Florida Standards during a lesson study cycle. In particular, it describes how teachers: (a) advance different explanations for teaching with multiple strategies in the new standards, and (b) anticipate or recognize major obstacles to the implementation of these new standards. Considerations of this study’s results to further research on teacher professional development and educational reform are also briefly discussed.