Su-Wei Lin, Marie Cheo2019-08-122019-08-122006-06-??http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/84763Current mathematics education emphasizes active teacher and student participationin discussion to negotiate mathematical meaning. However, teachers were not exposedto innovative curricular areas and teaching methods in their formative education, norgiven adequate professional development opportunities. This study used cases tofamiliarize teachers with the curriculum innovations. We discussed teaching strategieswith teachers in math, and then used the videotapes of their teaching as cases fordiscussion at professional development workshops. In this study, many of the teachershad only used traditional lecturing method in the past, therefore, participating in thelearning was a great challenge to their teaching, and a clash with many of theirteaching beliefs and beliefs about mathematics learning. They also found the necessityof reflecting upon their math content knowledge and pedagogical content knowledgecase studymathematics teachingprofessional development