Research suggests that preservice teachers enter teacher education with predominantly negative dispositions towards mathematics. We present a case study of an approach to supporting the development of positive mathematics teaching identities among students in a middle-level math methods course. Our findings suggest that engaging in narrative…

Educators who thoroughly investigate data, raise questions, examine student learning, test their hypotheses, and then share their findings are mirroring effective math and science instruction. Using collaborative inquiry, data teams can help improve teacher knowledge and help teachers change their practice in ways that will enhance student…

Many teachers use cooperative learning methods during instruction but face the problem of aligning evaluation techniques with that instruction. Described are methods to include cooperative problem solving in evaluation, including strategies to identify possible grading schemes, to make appropriate problem choices, and to evaluate individual versus…

For change to occur in mathematics instruction, teachers need control of significantly different instructional sequences, evaluation schemes, and curriculum and to think beyond procedural views of mathematics. Two-week inservice and coursework separate from classroom experience are not sufficient to achieve these goals. Inservice and support must…