| This was an evaluation study designed to determine how successful an elementary and middle school mathematics teacher enhancement program was in effecting changes in curriculum and instruction in the mathematics classroom. The subjects of the study were 299 K–8 teachers from schools in and around Belleville, Illinois.; In order to determine the effectiveness of this program, data from a variety of sources were used. Data was collected from all 299 teachers from (a) pre and posttests which measured teachers' beliefs and attitudes with regard to mathematics, mathematical problem solving, and teaching mathematical problem solving, (b) reflection papers written by teachers after one year of program implementation, (c) close-ended questionnaires which elicited teachers' responses regarding various aspects of the program and (d) external program evaluations which were written at the end of each of the three summers of the program. Additionally, 16 of the 299 teachers were observed while teaching a mathematics class and, also, were individually interviewed.; The results from all data sources indicate changes in the mathematics curricula and instruction in these teachers' classrooms. The changes in curricula include more attention to (a) problem solving, in particular open-ended problem solving, (b) number sense and patterning, (c) geometry, and (d) graphing. The changes in instruction include the use of (a) the open approach to teaching mathematics in general and problem solving in particular, (b) more instructional aids such as overhead projectors, manipulatives, and games, (c) small cooperative groups, and (d) the mathematics textbook as a resource only.; The program appears to be less effective with regard to the incorporation of calculators and computers into daily lessons. Even though this was a program goal, few teachers reported using them for instructional purposes.; Residual effects of the program include changing teachers' attitudes and beliefs with regard to mathematics, mathematics teaching, and mathematical problem solving and increasing teachers' levels of confidence in teaching mathematics. Teachers' comments regarding the program itself were generally positive, and they felt that being taught in the way in which they were expected to teach was a valuable element of the program. |
