This 31-page research report shares the effects of a summer professional development experience and its two-year follow-up mentoring program on the classroom practice of two elementary teachers. The professional development program is based on a constructivist approach to teaching mathematics.

The purpose of this research paper is to describe the ways in which individual teachers "critically evaluate, adopt, and adapt new ideas about the content and pedagogy of mathematics depending on their goals for instruction; their ideas about learning, teaching, and knowledge; their understandings of mathematics, and the contexts in which they work" (p. 2). Although an intended audience is not specified, this report could be useful for professional developers as well as for education researchers.

Changing Visions and Changing Practices is a thought-provoking description and evaluation of a research project focusing on professional growth. The dilemma this paper highlights is that of teachers who wish to promote learning in a constructivist environment - how to leave students free to learn in their own ways, yet assure their learning of particular concepts. The authors describe the "SummerMath for Teachers" program, then move into a more detailed examination of two elementary teachers who participated in that project.

The profiles of the two teachers examined in this report follow the same format. As they enter the program, the teachers’ classroom practice, as observed by researchers, is depicted. The teachers describe their attitudes about teaching mathematics and reasons for participating in SummerMath. After the summer institute, the teachers’ attitudes about teaching mathematics, reactions to the institute, and intentions for using the ideas practiced in the program in their own classrooms are shared. Later in the school year following the summer program, their reactions and classroom practice are again observed and described. Two years after the summer program their classroom practice and stated attitudes are once again observed and described, and the differing ways in which they connected their new insights to their previous experiences are analyzed.

This report thoroughly describes the research methodology, and the reasons for choosing these two teachers’ results are clear. The description of the vision and practices of the SummerMath Program is complete, providing encouragement for those interested in implementing a similar program.

The description in this article could lead to the design of a similar program to promote and evaluate reform in mathematics teaching and learning. The article itself could be used as an example of a research report for reflection, discussion, and analysis in a mathematics methods or evaluation course. It could also be used by a group of teachers in analyzing their own learning styles and attitudes toward changing classroom practice.

One reviewer noted that this article makes a significant contribution to the knowledge base about professional growth. Along with this article, professional developers may want to examine a variety of other research articles to inform their consideration of these ideas.