Doing More in the Same Amount of Time: Cathy Swift

Abstract

This article examines the perspectives and practice of elementary mathematics teaching of Cathy Swift, a second-grade teacher in a low-SES school in a large California city. Cathy’s mathematics lessons are smoothly and swiftly-paced lessons in the tradition of effective teaching for basic skills. Yet from her perspective, Cathy is implementing a “new” mathematics program connected with the state-level Mathematics Framework. Cathy’s view of the state policy is through her textbook, one of several approved by the state, and through district-level ABS materials developed specifically for low-SES schools. The ABS model includes components of content coverage, pacing, mastery testing and reteaching, maximizing students’ time on task, and use of direct instruction. To these, Cathy has added new elements-using manipulatives, using partner and group work, and emphasizing problem solving. Exploration of Cathy’s perspectives and practice reveals powerful effects of knowledge and beliefs, tangled influences of layers of policy, and multiple uncertainties and conflicts.