ABSTRACT
The purpose of this chapter is to synthesize findings from studies that focus on how teachers have coped with the transition from traditional forms of instruction in mathematics classrooms to a reform approach. The research was carried out in relationship to the reform vision for school mathematics described in three documents prepared by the National Council of Teachers of Mathematics (NCTM): Curriculum and Evaluation Standards for School Mathematics (1989), Professional Standards for Teaching Mathematics (1991), and Assessment Standards for School Mathematics (1995). These documents argue that all aspects of school mathematics—content, teaching, and assessment—need to change, and that those changes must be reflected in the work of students and teachers in classrooms.
