| Summary: | This thesis depicts a story of three teachers, one of whom is the
researcher, who are trying to implement aspects of the National Council
of Teachers of Mathematics (NCTM) "Standards" through the use of a
collaborative action research model. The study investigates the research
question, "What themes recur when teachers use collaborative action
research as a vehicle for implementing the N C T M Standards?"
The teachers worked together from June, 1994 to February, 1995,
meeting twice a month during the school year. Each teacher developed
their own action research cycle for exploring some aspect of the
Standards. In addition, this researcher documented the progress of the
group. Data analysis revealed five themes which seemed to affect the
feelings of success experienced by the participants. These themes are:
research expertise, structure, classroom research focus, readiness and
group discussions. Although these themes permeated and grew
throughout the process it is important to note that their labelling and
indeed recognition of their nature was not complete until this researcher
analyzed data after the project action research cycle ended.
This researcher recommends that government officials, universities and
school administrators provide incentives for change, support for
implementing change and opportunities to link with full time
researchers. University action research instructors may consider providing a practical experience component to action research courses.
Mathematics teachers may find it helpful to determine their "stage of
readiness" in relation to the Standards before they embark on an action
research project. Becoming comfortable with Standards oriented
activities seems to be an important component of realizing the Standards
vision in one's teaching practice.
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