The Impact of Intensive Classroom Followup in a Constructivist Mathematics Teacher Education Program.

The Educational Leaders in Mathematics (ELM) Project was a five-stage experimental design to assist elementary and secondary inservice teachers in developing a constructivist view of learning as a basis for designing and implementing instruction in mathematics. Teachers participating in a 2-week summer institute experienced the role of mathematics students engaged in the construction of mathematical concep a. They also examined children's learning of mathematics through the viewing and discussion of videotapes. The second stage extended this work through a structured program of classroom follow-up and support. Assuming that transfer of learning to the classroom occurs most predictably where demonstration, feedback and coaching are components of the teacher education process, consultants observed participants' classroom behaviors and provided feedback and suggestions. A discussion is presented on the success of the first to stages of the program in changing teacher behaviors and implementing innovation in the classroom. (JD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. THE IMPACT OF INTENSIVE CLASSROOM FOLLOW-UP IN A CONSTRUCTIVIST MATHEMATICS TEACHER EDUCATION PROGRAM Martin A. Simon Penn State University "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY U S. DEPARTMENT OF EDUCATION 0e Resevcn and Impmvement LJ.KX1 nor TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." ETUCAT ONAL RESOURCES INFORMATION CENTER *MO in=s document Ns been reproduced as 'Mewed ',on* the Demo. or otganzaton 0,amat,ago rmoNychangesha.ebeellmaaeta.mm.e. ,evoaachan pram), Ppm? s of vrew Cd 09.,OnS S:ated tot h ISOCv men! dd AO! necessancy ,ev'esent oloal OEM posan ar cat Cy Paper presented at the annual convention of the American Educational Research Association, San Francisco, 1989 as part of the symposium, Components of Mathematics Teacher Education from a Constructivist Perspective. This material is based upon work supported by the National Science Foundation under Grant No. TEI-8552391. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. THE IMPACT OF INTENSIVE CLASSROOM FOLLOW-UP IN A CONSTRUCTIVIST MATHEMATICS TEACHER EDUCATION PROGRAM Martin A. Simon Penn State University