THE COURAGE TO BE CONSTRUCTIVIST MATHEMATICS LEADERS

In this paper, we consider The Teaching Principle outlined in The Principles and Standards for School Mathematics (NCTM, 2000) and the importance of teacher learning and continuous development in mathematics learning and pedagogy. We pose the question, “How might a professional development experience that invites teachers to become ‘autonomous learners’ (NCTM, 2000, p. 5) be organized?” In responding to that question, we begin, as narrative researchers, by sharing a story of collaboration in planning a summer institute about mathematics for K – 3rd grade teachers. We then unpack this story of the planning and implementation of the institute thinking about the tenets of constructivism, as outlined by Brooks and Grennon Brooks (1999), and about how these tenets contribute to the development of autonomous teacher learners.