NotesFAQContact Us
Search Tips
ERIC Number: ED452074
Record Type: RIE
Publication Date: 2001-Apr
Pages: 51
Abstractor: N/A
Exploring Development in Exemplary Mathematics Teacher Professional Development Programs: "Re-Forming" Teachers' Thinking.
Hammerman, James K.
The purpose of professional development that supports changes in thinking is ultimately to develop practice that will lead to deeper and more robust learning for students. There is a complex relationship between teachers' beliefs and teaching practices. To a large extent, mathematics teacher professional development programs in recent years have attempted to support teachers to change their thinking in directions suggested by the Standards vision. This paper examines the goals and practices of several exemplary, reform-oriented mathematics teacher professional development programs to better understand the changes in teachers' thinking that they call for. In reviewing this literature, it begins by asking the following questions: What kinds of changes in teachers' thinking are exemplary mathematics teacher professional development programs seeking? How do they attempt to create these changes? and How do they seek to document their effectiveness in this regard? The information gleaned from this reading is organized and categorized into an interconnected set of thematic sketches of the goals and practices of these programs. Finally, the paper examines the level of cognitive complexity and perspective-taking required of teachers to meet these several goals. It suggests the utility of such a lens for understanding the experiences of teachers in mathematics teacher professional development programs. (Contains 111 references.) (ASK)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Originally submitted as a Doctoral Qualifying Paper at the Harvard Graduate School of Education, March 2000. some text may not reproduce well.