Using Case Methodology for Professional Development in Mathematics Teaching

Current mathematics education emphasizes active teacher and student participation in discussion to negotiate mathematical meaning. However, teachers were not exposed to innovative curricular areas and teaching methods in their formative education, nor given adequate professional development opportunities. This study used cases to familiarize teachers with the curriculum innovations. We discussed teaching strategies with teachers in math, and then used the videotapes of their teaching as cases for discussion at professional development workshops. In this study, many of the teachers had only used traditional lecturing method in the past, therefore, participating in the learning was a great challenge to their teaching, and a clash with many of their teaching beliefs and beliefs about mathematics learning. They also found the necessity of reflecting upon their math content knowledge and pedagogical content knowledge.