Eric.ed.gov – Pamela Kaye’s General Math Class: From a Computational to a Conceptual Orientation. Research Series No. 172.

This case study presents a descriptive portrait of how one general mathematics teacher transformed her classes from a computational to a conceptual orientation. The outcomes of the transformation for student learning and instruction are discussed. The findings suggest student gains in computational competence, mathematical effort, and attitude via concept-oriented instruction exceeded notably the gains of students in other classes where instruction was computationally oriented. The study employed field-research methods including observations, interviews, and the collection of student data across the project’s three years to capture and describe the nature and effects of the instructional interventions. At the end of the intervention period, students and instruction were organized in ways that focused student interest, attention, and involvement on the learning of mathematics. Many illustrative segments of classroom interactions are included. Appendices present references on improving communication about mathematics content, social organization of the classrooms to facilitate the learning of mathematics, and modifying the course content of general mathematics to improve learning and teaching. (MNS)