Evaluation of a Mentor Teacher Model for Enhancing Mathematics Instruction through the Use of Computers

Abstract

Thirty-nine middle- and high-school mathematics teachers, located in 33 different New Jersey schools in 14 districts, were trained in the effective use of computer-based technologies for teaching mathematics. These 39 teachers were also trained and supported as mentor teachers who worked with 212 mentee teachers during Year 3 of the project. Thus, the program affected a total of 251 classrooms. In the classrooms where teachers became regular users of computer technology for mathematics instruction, greater use of student-centered teaching methods that employed cooperative-learning and problem-solving activities was observed. An important component of this project was the development of a model for working with schools and school systems to diffuse computer-based technological approaches to staff development. Application of the model developed in this project has the capability of achieving large-scale diffusion and institutionalization of new teaching methods that incorporate the use of computer technology.