Mathematics Done Differently

Abstract

This chapter is concerned with presenting the initiative Mathematics Done Differently for fostering mathematics teachers’ professional development. The empirical study that is presented in the next two chapters was conducted in the context of this project. What is elaborated on in the following are the aims and scope of the project as well as the underlying philosophy and design. The latter encompasses discussing the various constitutive parameters, i.e., explaining the marketization view on professional development, the specific course system encompassing courses à la carte and courses on demand, the tandem approach, the importance of teachers’ collaborative work, the evaluation of all courses, the cooperation with administration and the successfulness of the flexibility provided by the project. Finally, some concluding remarks as well as implications are given in the last section.