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The Mathematics Enthusiast

Volume

11

Issue

1

Abstract

This paper addresses questions of mathematics teachers’ professional development. My goal is not to provide “answers,” although I have worked for some years to enhance teachers’ capacity to create rich learning environments for their students. Rather, my goal is to problematize the issue, to ask: How do we frame questions of professional development in ways that are theoretically grounded? What theories do you need to know, in order do a good job of professional development? In the light of this kind of theoretical framing, I will discuss two related attempts at supporting teachers in their work.

First Page

7

Last Page

40

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