ABSTRACT
Circumstances have forced us to design a two-day workshop programme for teachers with very weak mathematical backgrounds and very rigid and instrumental perceptions of the nature of mathematics and mathematics teaching. The two-day time limit arose from the education authorities’ unwillingness to allow teachers more than two days’ absence from school even for official workshops, and teachers’ disinclination to attend longer workshops during their holidays. The aim of such a workshop is both to change these perceptions in teachers and to equip teachers for radically different classroom practice in line with their new perceptions. The technique of posing problems that are challenging to the teachers themselves and then encouraging reflection on their experiences has proved to provide a driving force and a network of connections that enable us to cover a number of major issues in a limited time.
