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Discovery Algebra: Graphing Linear Equations.

Student-directed exploratory learning, multiple perspectives, mathematical communication, and the development of mathematical thinking clearly are encouraged by the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). The Standards are based on an enlightened philosophy of learning and are supported by a rapidly growing body of research (Kamii 1994; Wood and Sellers 1997; Carroll 1997). However, meeting the Standards is a difficult challenge for many teachers of mathematics. Prescribed textbook-based curricula; expectations of students, parents, and administrators; inadequate training in facilitating learning; and absence of support materials are some obstacles that must be overcome. However, the toughest obstacle may reside within the teachers themselves. This article describes one teacher’s effort to change the classroom environment. It reveals a teacher, strongly motivated by dissatisfaction with existing practices, experimenting with a new approach to teaching. It shows that change can be made. The story is told through the teacher’s perception of classroom events.