Implementing Reform-Based Mathematics Instruction After Participating in Professional Development: Two High School Teachers' Experiences.

摘要

Research has consistently shown simply adopting a new mathematics textbook as a catalyst for changing what occurs in mathematics classrooms will not necessarily result in the desired increases in student achievement, nor will it result in automatic changes in teachers' instructional practices. As teachers make the transition to teaching with reform-oriented curricula such as Core-Plus, they will need support and professional development. Learning to find the balance will take teachers time during which they will need to increase their familiarity with the curriculum and become more comfortable with what student behavior resembles in a student-centered environment. Further exploration is needed into the types of professional development that help teachers most when teaching with these curricula.;The two teachers who participated in this study participated in the NCIM professional development project, which took an innovative approach to professional development by creating an experience through which teachers would receive training in both the content of the curriculum and the pedagogical techniques needed to teach with the curriculum as well as follow-up visits throughout the school year.;This study explored the benefits of the professional development to the teachers, as well as any challenges the teachers encountered even after participating in the professional development activities. This study also explored how two teachers attempted to develop a mathematics discourse community in their classrooms. Creating a discourse community was a major focus of the NCIM Summer Institute.;Findings from the study indicate that the teachers struggled in several areas the semester following their participation in the NCIM Summer Institute. These areas included adjusting to the curriculum, managing student collaborative activities, timing and pacing the course material, incorporating technology tools, and facilitating discourse. While learning to facilitate the mathematical discourse associated with reform-oriented teaching was a struggle for the teachers, results from the study show that they were able to make progress within a semester. Both teachers were aware that they needed to improve their questioning techniques and strengthen their efforts to encourage and elicit student thinking. These results demonstrate the potential professional development activities associated with the NCIM project have for helping teachers transition to teaching with Core-Plus.