Towards better mathematics teaching: An evaluation of the 1991 1-10 Mathematics Inservice Project Capricornia Region Queensland Department of Education

 Towards Better Mathematics Teaching is the report of a systematic investigation of a long-term inservice professional development program. The Years 1-10 Mathematics Inservice Project, a Queensland Department of Education initiative, was conducted in each of three clusters in Capricornia region, 1991, with about twelve teachers participating in each cluster. The Project aimed to (1) bring about changes in teachers' views about what they teach, and teaching and learning approaches and (2) help them to modify their practice accordingly. This investigation focused on participants' beliefs, attitudes and classroom practices. A sample of fourteen teachers, ten from one cluster, four from another, was studied. A qualitative approach to inquiry was employed for this case study. Data sources included interviews, observations, documents and questionnaires. The purpose of the investigation was to evaluate the effectiveness of the program as an inservice model in teacher professional development. The inservice model comprised eight one -day meetings (workshops), an expectation that participants experiment with new/different teaching approaches, classroom visits by consultants or peers (coaching), coordination by a Planning Group in each cluster, action research, and an expectation that participants share or disseminate information within their schools. Three broad criteria for evaluating the program were: participants' perceptions and judgements, participants' responses to implementation of the inservice model, and the effect of the Project on participants' attitudes, beliefs and classroom practices. Findings indicate that the Project overall was worthwhile for the majority of participants. Effectiveness of this inservice model depended on the participants and planners involved, its focus, and the context. There was a complex inter -relationship among these elements. Consequently, the Project's worth would be expected, as is the nature of case study, to vary considerably for different participants within a group, for different groups and from one situation to another.