Abstract
This study examined the professional development opportunities that about eighty mathematics teachers of junior high schools were provided with in the national curriculum reform of China and explored how their beliefs in mathematics instruction and instructional practice were affected by the professional development opportunities available to them. A questionnaire was administered to collect data. The results showed that the length of time the participants spent on attending school-based learning activities had a significant effect on their attitudes toward the effectiveness of the professional development and on their instructional practice. The content of the training programs that focused on studying textbooks and observing and reflecting upon model lessons was highly correlated to the implementation of conventional mathematics instruction. Another factor that related to the implementation of conventional mathematics instruction was the collegial support the teachers received at their schools.
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