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ERIC Number: ED313351
Record Type: Non-Journal
Publication Date: 1989-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
The Impact of Intensive Classroom Followup in a Constructivist Mathematics Teacher Education Program.
Simon, Martin A.
The Educational Leaders in Mathematics (ELM) Project was a five-stage experimental design to assist elementary and secondary inservice teachers in developing a constructivist view of learning as a basis for designing and implementing instruction in mathematics. Teachers participating in a 2-week summer institute experienced the role of mathematics students engaged in the construction of mathematical concepts. They also examined children's learning of mathematics through the viewing and discussion of videotapes. The second stage extended this work through a structured program of classroom follow-up and support. Assuming that transfer of learning to the classroom occurs most predictably where demonstration, feedback and coaching are components of the teacher education process, consultants observed participants' classroom behaviors and provided feedback and suggestions. A discussion is presented on the success of the first to stages of the program in changing teacher behaviors and implementing innovation in the classroom. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A