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The purpose of this study was to investigate the efficiency of professional development programs based on social constructivism in improving the teaching practices of mathematics teachers. The research team developed a training program based on social constructivism in teacher education. The participants of this program included nine mathematics teachers from the Um Al-Basateen school district located in the south of the capital city, Amman. Data was collected before and after the program and certain tools of qualitative research were employed in the study. These tools included observation, interviews, and documentation. Moreover, the research team developed a measurement to evaluate the participants’ teaching practices. The measurement consisted of five levels (novice, advanced beginner, competent, proficient and expert) indicating the improvement in teaching practices. The teaching practices under evaluation were composed of six areas: teaching, learning, evaluation, classroom dialogue, knowledge resources, and mathematical content. Research findings indicated that there was a noticeable improvement in the participants’ teaching practices during the two stages of the study. Prior to the program, the teaching practices in the areas of classroom dialogue and knowledge resources were classified at the first level (novice) and in the remaining four areas, the teaching practices were classified at level two (advanced beginner). However, in the post-program stage, teaching practices in the areas of teaching, learning and classroom dialogue reached level five (expert) whereas mathematical content achieved level four (proficient). Furthermore, teaching practices in the areas of evaluation and resources reached level three (competent).

The Efficiency of Professional Development Programs based on Social Constructivism in Improving Teaching Practices of Mathematics Teachers in Jordan