Implementing the 'Investigations' curriculum: The relationships between elementary mathematics teacher beliefs and instructional practices

This qualitative study focused on the mathematics beliefs and practices of four seasoned elementary teachers from two schools implementing the Investigations mathematics curriculum. The schools, from two different districts, were both located in suburbs of a large midwestern metropolitan city. The purpose was to examine the relationships between the teachers' beliefs about mathematics and mathematics pedagogy and their teaching practices. A secondary purpose was to illuminate complex factors that influenced the ways that these teachers implemented the Investigations curriculum.;My intent was to modify a model developed by Raymond (1993) in her study of the relationships between beginning elementary teachers' mathematics beliefs and teaching practices. I expected that her findings would be enhanced by considering the stories of these seasoned teachers using a reform curriculum.;Second and third grade teachers were surveyed, and purposive sampling was used to choose four teachers with a range of beliefs. Data were collected for these four case studies through interviews, observations, a take-home questionnaire, and Raymond's model-generating activity.;The analyses included illumination of sources of inconsistencies between the teachers' beliefs and their practices, and the examination of the teacher-created models.;Two important patterns emerged through the data. These patterns revolved around teacher reflection, and the development of self-authority. The teachers who were most reflective had the most consistency between their professed beliefs and their observed practices.;Two teachers who granted the authority for decision making in mathematics to themselves (having high self-authority) identified beliefs to be a major factor in their math practices. The two teachers who granted authority for decision making in mathematics to others, such as curriculum writers, administrators, and colleagues (having low self-authority), cited other major factors in their math practices. The low self-authority teachers identified achievement tests, the curriculum, and administrators as major factors in their implementation practices.;In light of the conclusions, several implications and directions for further study were indicated to support teachers as they navigate mathematics reform.