Implications of a Model for Conceptualizing Change in Mathematics Teachers' Instructional Practices

Abstract

Abstract Because change in mathematics teachers' instructional practices is fundamental to the vision of mathematicseducation in schools embodied in the NCTM Standards documents, it is critical that mathematics teacher educators develop a thorough understanding of the process of change in teaching practice. To date, the process of change has remained somewhat opaque. In order to better understand the process, a model for conceptualizing teacher change was developed during a two-year study of mathematics teachers' implementation of an innovative curriculum. The model, which evolved as the study unfolded, is based on a constructivist view of teaching and learning and holds important implications for inservice mathematics teacher education.