, Volume 22, Issue 4, pp 309-331

Towards a constructivist perspective: An intervention study of mathematics teacher development

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Abstract

A constructivist perspective provided the basis for a four stage intervention with teachers. The intervention which combined intensive summer courses with ongoing support in the classroom was designed to stimulate teachers' development of a constructivist view of learning to serve as a basis for their instructional decision-making. Impact of the intervention was studied through analysis of teachers' writings and the use of an interview-based instrument developed by the researchers. The results indicated that this intervention had an important effect on teachers' beliefs about learning which in turn affected the decisions that they made in the classroom.