How Could a Student Discover Something He/She Does Not Know It Before?: What Professional Development Those Mathematic Teachers Do Need?

Abstract

Thirty teachers were observed, interviewed and provided with strategic training program based and derived from the understanding of the learning theory of constructivism.  The program consists partially of topics related to learning, instruction, thinking, cognition, metacognition, teachers role, which was designed to fit their needs as an in service-teacher of mathematics.  data were  collected through observations, interviews and survey to help them reveal as much as possible of their believes and attitudes about different concepts related to learning of mathematics.  Data were analyzed quantitatively and qualitatively.  The impact of training showed positive significant impact on teachers; believes and  attitudes and practices.