Teaching is a complex interaction between the teacher, the content being taught, and the students. In order to make changes in the teaching and learning of mathematics; teacher, curriculum, and student must be considered. It is the total environment in which teaching and learning takes place that must be reformed. There is a great need for a fundamental rethinking of the structure of schools. Teachers are often faced with trying to teach mathematical inquiry in time periods that are entirely inappropriate. Changes such as classes meeting less often but for a longer period of time should be explored. Also, teachers need time to plan, discuss problems with their colleagues, visit another teacher as a peer coach, study, and revise and develop curriculum. Some teachers find it difficult to obtain permission and support to attend professional mathematics meetings. Yet it is through such stimulation that teachers grow and maintain their knowledge and enthusiasm for teaching mathematics; thereby making improvements in classroom instruction. Providing teachers with the support and time to make instructional decisions is essential. In addition, mathematics teachers often do not have the necessary resources to do their jobs well. They need calculators, computers, software, manipulatives, and other resources to create the kinds of environments for learning that students need and deserve. Giving teachers more responsibility in the budgeting of school resources is also an effective way of improving mathematics instruction. These kinds of changes, and others perhaps not yet conceived, may provide the stimulus needed to effect real change. Administrators and school district leadership must think creatively and "consider changes in the basic structure of schools; try alternatives and carefully study the effects; and create different working models of school structures in which students' mathematical power and teachers' professional growth far exceeds today's models" (NCTM, 1991).
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