ABSTRACT
The National Council of Teachers of Mathematics’ (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989) heralded a national mathematics education reform effort. The success of this mathematics education reform is dependent on the development of teachers to prepare them to carry out the reform agenda. (I use development to include not only the learning of concepts, skills, and information, but also the development of dispositions, awareness, and sensitivities.) Critical to the success of teacher development efforts is the generation of a research base on the development of teachers, development that is in line with the goals of the mathematics education reform. The reform has its roots in constructivist views of knowledge development and two decades of research on students’ mathematical thinking. In this chapter, I argue that the articulation of new models of mathematics teaching, which build on these theoretical and empirical contributions, is essential for research in mathematics teacher development. I identify recent contributions to the generation of such models, discuss my own emerging model of teaching, and use it as an example of how a model of teaching might contribute to research on teacher development.
