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Innovation in the Teaching Mathematics: Rethinking the Foundational Principles that Underpin Teaching

Peter Liljedahl

Faculty of Education, Simon Fraser University, 8888 University Dr., Burnaby, BC, Canada

https://doi.org/10.1142/S2591722622400014Cited by:0 (Source: Crossref)

Abstract

If we want to innovate mathematics education — if we want to achieve something beyond conformity and compliance in mathematics education — these institutional norms need to be challenged. In this paper, I look at the results-first research methodology in which the institutional norms are challenged by the simple goal of increasing student thinking in the classroom. I share the specific results that emerged out of this research and use it as a specific case to argue that real innovation in mathematics education can only occur if we are willing to challenge the institutional norms that have been with us for 150 years.

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