Abstract by Emily Adams
Beginning Teachers\' Journey to Reformed Practice
Many beginning teachers are prepared to teach reformed methods of instruction which are better for students' conceptual understanding of mathematics. The majority of beginning teachers either conform to traditional methods within their first couple of years or never make the jump to teach reformed at all. There is a lack of research about the transitional process teachers make from traditional to reformed practices. By examining a cross district teacher book club focused on reformed teaching, I hope to gain insight into the process beginning teachers make at trying to maintain their practice or to transform their practice to be from a more reformed perspective. I will be using positioning theory and emotions as a lens to guide my study.