Engaging Mathematics Teachers in Professional Learning by Reflecting on their Pedagogical Practice

This study engages mathematics teachers in reflecting on their practice by collecting data electronically from their students during the course of a mathematics lesson. This method of data collection eliminates the burden of manual collation and produces immediate feedback for analysis while the lessons are still fresh in the teachers ’ minds. It is possible to pose a number of standard questions across all lessons as well as questions formulated by the teachers as being of interest. This paper is an unusual format in that it represents a proposed research project rather than being a report on completed research. The intention is to engage with others with an interest in using innovative data collection instruments to facilitate teacher learning, and to seek feedback that can help to optimise the use and utility of these instruments. At the time of writing the instruments have been prototyped, but at the time of presentation some piloting will have been completed and preliminary results will be available. Background and Rationale The following section gives the background and rationale for the project in terms of canvassing possible ways of improving teacher learning, the constraints imposed on these by the secretive nature of teaching, and the role that teacher reflection could play in forming the basis for professional communities. Processes for Improving Teacher Learnin