n Journal of Educational Studies - Creating a conducive environment for mathematics teacher learning

Volume 13, Issue 2
  • ISSN : 1680-7456



This paper uses a situative perspective to explore how to create a conducive environment for mathematics teacher learning. It uses parts of data from action research of the collaboration between a university mathematics educator and two teachers, conducted over a period of three years. Data were obtained from there flective writings of the two teachers in their journals and through notes by one participant observer. Data analysis was in two stages: narrative analysis and analysis of narratives (Polkinghorne, 1995). Three key interrelated factors contributed to the creation of a conducive environment for mathematics teacher learning: teachers' interactions with relevant and provocative literature, observation of good practice in professional and classroom settings, and experimentation inpursuit of learners' mathematical thinking. The teachers' learning in these contexts was possible through critical reflections and continued support.

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