| This study examines teachers' beliefs and practices related to instructional changes proposed by the National Council of Teachers of Mathematics in the Curriculum and Evaluation Standards For School Mathematics. A four page survey was mailed to a random sample of 455 secondary mathematics teachers in North Carolina. Three hundred three teachers returned responses. The study investigated three major issues: (1) the current status of teacher opinions towards the proposed instructional changes; (2) the current practices related to computers, calculators, proposed instructional methods, and evaluation methods; (3) factors that could positively or negatively influence the proposed changes.;Opinions favored instructional activities to provide opportunities for exploring, constructing mathematics, promoting interaction, and reasoning. However, when teachers were questioned about replacing an existing practice, opinions shifted. Only 34% agreed with decreasing attention to instruction by teacher exposition and fewer than 25% agreed to de-emphasizing paper-pencil manipulation skills. Teachers supported the use of technology, but not for replacing paper-pencil skills. With regards to assessment issues, teachers revealed an openness to a broader definition of assessment of learning. The study did not investigate opinions relating to decreasing existing assessment of specific isolated skills.;Reported instructional practices reflect an increase in the number of teachers using computers and calculators. However, this technology is not being used as a catalyst to problem solving, reasoning, and communicating mathematics. Teachers appear to interpret instructional practices in terms of their current belief systems. The study did not find evidence of an indepth assessment process.;Factors found to negatively influence instructional change are the teacher beliefs, skills emphasized in state testing, and lack of equipment to implement a technologically enriched curriculum. Factors found that could enhance instructional changes are proper equipment and inservice activities. When responding to activities they would implement, if the activity could co-exist with the traditional curriculum, over two-thirds of the teachers reported they would use the new activity. Only one-third of the teachers agreed they would use the activity contrary to current practice. The study discusses how these results can affect changing instruction in mathematics education. |
