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.
Schoenfeld, Alan H.
"If you really want to get ahead, get a bunch of theories… and data to test them,"
The Mathematics Enthusiast: Vol. 11
, Article 2.
Available at: http://scholarworks.umt.edu/tme/vol11/iss1/2