Teachers’ Reflections on their Mathematical Learning Experiences in a Professional Development Course

Michelle Chamberlin


This study examined the impact on 16 middle-school teachers’ conceptions of
mathematics learning and teaching of reflections on their learning experiences within
mathematics professional development. The research questions were: In their
reflections, what do teachers express about how they best learned mathematics
through these learning experiences? How do teachers extend these ideas to possible
modifications of their teaching practice? Data included the teachers’ written
reflections and field notes, which were analysed using grounded theory. In their
reflections, the teachers noted several supportive processes that aligned with
recommendations of teaching for mathematical understanding and that they
planned to implement in their classrooms. Teachers’ reflections were more aligned
with teaching for understanding when they thought about their mathematical
learning experiences in the role of a learner before considering implications for their


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