The Cleveland Collaborative and the Pursuit of Mathematics Curriculum Reform

Abstract

The main effect of the Cleveland (Ohio) Collaborative for Mathematics Education has been to rejuvenate the teachers. They have benefited not only from the opportunity to join other professionals in a decision-making process, but from the regular association with other mathematics teachers in the district, which has led to productive forms of collegiality. Despite these gains, curriculum and instruction for mathematics remains under the heavy influence of systematic programming, traditional conceptions of teaching and learning, and serious attendance problems. This article argues that the Collaborative must next work to effect a shift from system wide programming to classroom teacher decision making.

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