Validating Classroom Issues: Case Method in Support of Teacher Change

This article discusses the use of case methods in ateacher development setting. The participatingteachers were implementing an innovative four-yearsecondary mathematics curriculum. The cases underconsideration were vignettes of problematic situationsactually encountered by teachers as they workedtowards implementing the new curriculum. Originally,the cases were developed and presented as a way ofvalidating data gathered on the difficulties theteachers faced. However, the teachers' reactions tothe cases and the discussions and reflections thatfollowed suggested that the cases had played asurprisingly powerful role in helping the teachersacknowledge their classroom concerns and begin to dealwith these concerns.