Mathematics Teachers in Transition (Studies in Mathematical Thinking and Learning Series)

Description

This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change. Halftitle The Studies in Mathematical Thinking and Learning Series Alan Schoenfeld, Advisory Editor Title Copyright Contents Preface I. Introduction 1 Learning About Teacher Change in the Context of Mathematics Reform: Where Have We Come From? II. Theoretical Perspectives on Studying Teacher Change 2 Understanding Teachers in Transition: Characteristics of a Model for Developing Teachers 3 Developing New Models of Mathematics Teaching: An Imperative for Research on Mathematics Teacher Development 4 On Understanding the Structure of Teachers’ Beliefs and Their Relationship to Change 5 The More Things Change … Gender, Change, and Mathematics Education III. Context and Teacher Change 6 A Conceptual Framework for Studying the Relevance of Context to Mathematics Teachers’ Change 7 Teacher Learning in a Social Context: Integrating Collaborative and Institutional Processes with the Study of Teacher Change 8 Mathematics Teachers’ Change in the Context of Their Professional Communities IV. Studies of Professional Development Programs in Action 9 Teacher Change and Mathematics K–4: Developing a Theoretical Perspective 10 Changing Teachers: Interactions Between Beliefs and Classroom Practice 11 Educational Reform and Professional Development 12 Project IMPACT: Influencing and Supporting Teacher Change in Predominantly Minority Schools 13 Mathematics in Context: Impact on Teachers 14 Mathematics Case Discussions: Nothing is Sacred V. Summary and Synthesis 15 Learning About Teacher Change in the Context of Mathematics Education Reform: Where Are We Going? Author Index Subject Index