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ERIC Number: ED382469
Record Type: RIE
Publication Date: 1995-Apr
Pages: 18
Abstractor: N/A
Middle School Mathematics Teacher Change: Social Constructivism Climbs a Step.
Watson, Gale A.
This study examined typical backgrounds of middle school mathematics teachers, the early influences on their practice, and possible interventions that might empower them to change their instructional strategies and implement the vision of the National Council of Teachers of Mathematics as described in the "Curriculum and Evaluation Standards for School Mathematics" (1989). An intensive professional development program was offered to more than 100 middle school mathematics teachers during the summer. Five (Columbus, Ohio area) teachers were selected at random and interviewed. Transcript summaries are included. Interview data confirmed that these middle school mathematics teachers experienced success in K-12 mathematics. Three of the five teachers recognized particular classroom practices that were influences during their early school experiences. All teachers interviewed discussed problems with standardized testing and the need for alternative forms of assessment. They reported that they have changed or modified their teaching methods over the past few years as a result of ongoing professional development activities, interaction with other teachers, and reflecting on the needs of their students. This study suggests that teachers need to return to the student role as they understand and construct for themselves a new philosophy of teaching and learning mathematics and build a repertoire of new instructional strategies. (Contains 21 references.) (MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Council of Teachers of Mathematics (73rd, Boston, MA, April 1995).