Beginning the Process of Rethinking Mathematics Instruction: A Professional Development Program View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

1999-01

AUTHORS

Raffaella Borasi, Judith Fonzi, Constance F. Smith, Barbara J. Rose

ABSTRACT

This article describes a professional development program that introduces middle school teachers to an inquiry approach to mathematics instruction as a vehicle to reform their teaching of mathematics. The program is characterized by the use of a few illustrative units that provide an integrated context for experiences as learners and experiences as teachers. Project participants consisted of mathematics and special education teachers in school-based support teams led by school facilitators. Results suggest that the illustrative units were of considerable value in promoting reform. The benefits of including an heterogeneous group of teachers in the same professional development program and of involving teachers from the same school are also discussed. More... »

PAGES

49-78

References to SciGraph publications

Identifiers

URI

http://scigraph.springernature.com/pub.10.1023/a:1009986606120

DOI

http://dx.doi.org/10.1023/a:1009986606120

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1048016537


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