Changing practice, changing minds, from arithmetical to algebraic thinking: an application of the concerns-based adoption model (CBAM) |
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| Authors: | Jeanne Tunks and Kirk Weller |
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| Institution: | (1) University of North Texas, P.O. Box 310740, Denton, 76203, TX, USA;(2) Department of Mathematics, Ferris State University, ASC 2021, 820 Campus Drive, Big Rapids, MI 49307, USA |
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| Abstract: | This study examines the process of change among grade 4 teachers (students aged 9–10 years) who participated in a yearlong
Teacher Quality Grant innovation program. The concerns-based adoption model (CBAM), which informed the design and implementation
of the program, was used to examine the process of change. Two questions guided the investigation: (1) How did teachers’ concerns
about and levels of use of the innovation evolve during the course of the project? (2) What changes in teachers’ perceptions
and practices arose as a result of the innovation? Results showed that several of the teachers’ concerns evolved from self/task
toward impact. With continued support, several participants achieved routine levels of use, which they sustained beyond the
project. |
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