Harvard Educational Review
  1. Summer 2005 Issue »

    Learning from Self-Study

    Gaining Knowledge about How Fourth Graders Move from Relational Description to Algebraic Generalization

    Laura Grandau
    In this article, Laura Grandau traces a self-study research project focused on teaching algebra to fourth-grade students. Facing a new curriculum and a new grade level, Grandau considers what good instruction and “good habits of practice” may be. Through journaling, videos, observations, analysis of students’ verbal and written responses, and consultations with her “critical friend” Sean (also a teacher), Grandau develops a “critical distance” from her teaching. While doing this reflective work, she negotiates the ambiguities of teaching and learning. Although Grandau’s work is of interest to teachers of mathematics, those in critical friend or peer mentoring relationships, and teacher researchers, it also serves as a model of how inquiry teaches, fostering growth in teachers, students, and communities of practice.

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    Summer 2005 Issue

    Abstracts

    Communities and Schools
    A New View of Urban Education Reform
    Mark R. Warren
    Adjusting Inequality
    Education and Structural Adjustment Policies in Tanzania
    Frances Vavrus
    Learning from Self-Study
    Gaining Knowledge about How Fourth Graders Move from Relational Description to Algebraic Generalization
    Laura Grandau
    Editor's Review of Amilcar Shabazz's Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas
    Richard J. Reddick

    Book Notes

    Black in School
    By Shawn A. Ginwright

    Becoming Multicultural Educators
    Edited by Geneva Gay

    A New Look at Black Families
    By Charles Vert Willie and Richard J. Reddick

    Learning to Trust
    By Marilyn Watson, in collaboration with Laura Ecken

    I Am a Pencil
    By Sam Swope