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.
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Borasi, R., Fonzi, J., Smith, C.F. et al. Beginning the Process of Rethinking Mathematics Instruction: A Professional Development Program. Journal of Mathematics Teacher Education 2, 49–78 (1999). https://doi.org/10.1023/A:1009986606120
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DOI: https://doi.org/10.1023/A:1009986606120