Date of Award
Fall 2020
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Transformative Education and Social Change
Committee Chairperson
Dana Morrison, Ph.D.
Committee Member
John Elmore, Ph.D.
Committee Member
Curry Malott, Ph.D.
Abstract
The foundations of American education are rooted in basic skills and mathematics curriculum is no exception. Over time, a desire for effective teaching and maximizing learning brings the debate of how math is taught to the forefront of the discussion. With an effort to develop a formula for student success and achievement, there have been more rules, standards, and restrictions for teachers than ever before. As a result, autonomy and professionalism are dangerously at risk. This thesis provides an analysis on the history and pedagogy of mathematics curricula, the various approaches and theories behind mathematics teaching, current suggestions and methods for reform, and what they all are missing. Without professionalism and autonomy, mathematics teachers will always be stifled in their roles. The fundamental goal of this thesis is to inform with hopes of reform. More educators, administrators, and professionals need to be aware of the consequences that result from a lack of teacher autonomy. The workshops outlines included are suggestions for implementation for use in a district where teachers desire to redefine autonomy in their classrooms, collectively brainstorm, and ultimately, grow as professionals with the common goal of maximizing student learning.
Recommended Citation
McElwee, Brittany, "Math Curriculum and Teacher Autonomy: Why there can never be a one-size-fits all approach to teaching and learning" (2020). West Chester University Master’s Theses. 207.
https://digitalcommons.wcupa.edu/all_theses/207