“HE KNOWS THERE’S SIX 100S IN 26?” AN INVESTIGATION INTO WHAT IT MEANS TO DO MATHEMATICS IN A TEACHER GROUP

that teachers should engage students in “doing mathematics”: investigating and communicating mathematical ideas within a learning community of peers. However, few teachers have had learning experiences of this sort or have models on which to draw as they attempt to meet the challenge of creating such classroom environments. Reformers and educators committed to enacting this vision of mathematics education recognize the challenge in supporting teachers ’ efforts to learn to teach in these new ways: The kind of teaching envisioned in these standards is significantly different from what many teachers themselves have experienced as students in mathematics classes. Because teachers need time to learn and develop this kind of teaching practice, appropriate and ongoing professional development is crucial. Good instructional and assessment materials and the latitude to use them flexibly are also keys to the process of change... We cannot expect teachers to respond simultaneously to several different calls for change or other new demands. Change is difficult and will take time and reliable, systematic support. (NCTM 1991, pp. 2-3) The support that the Standards1 refers to may need to come through a variety of channels. Whatever the sources, this support should facilitate teachers developing their understanding of how children learn; of representations, tools, and activities which facilitate learning; and of the subject matter itself. 1Standards refers to Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) an