Abstract
The main purpose of this study was to enhance and investigate elementary teachers professional development in mathematics teaching to tie in with the current educational reform in Taiwan. Through a community called Mathematics Teaching Growth Group (MTGG), the researcher provided elementary teachers with opportunities to share and discuss their mathematics teaching design. Various data were obtained through observations, interviews and the collection of relevant documents. From analyses of the data, it was noticed that teachers changes took place in terms of their views about mathematics teaching, their understandings of the mathematics curriculum and of students learning of mathematics, and the ways they made use of instructional resources. There was evidence indicating that the teachers own conceptual understandings of mathematics concepts also increased. Finally, from thinking about and reflection on the process of enhancing and investigating participating teachers professional development in mathematics instruction, the researcher developed a model about the operation of MTGG.
Keywords: | elementary teachers; teachers change; mathematics instruction |
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