Studying the process of teacher research in the development of mathematics teaching

The purpose of this project is to investigate the development of mathematics teaching which occurs when mathematics teachers undertake research or enquiry as part of their practice of teaching. Previous research Gaworski 1991, 1994) suggests that teachers ' overt reflection on the practice of teaching mathematics, resulting in informal enquiry into aspects of their practice, leads to the development of their knowledge of teaching and its practice. There is a growing body of research by teachers (mostly not in the area of mathematics) which indicates the parallel development of teaching knowledge and practice with the research/enquiry (see for example Elliot 1991; Vulliamy and Webb 1991; and the journal, EducationalAction Research). The purpose of the MTE Project is to study the development of mathematics teaching by identifying processes involved in teachers undertaking classroom enquiry and the issues it raises for the teachers. It involves the active exploration by teachers of their own practice in the mathematics classroom. Teachers decide the basis of their own enquiry. They conduct research and explore issues relevant to this enquiry. The role of the university researchers is to act variously as an observer, listener, questioner, and possibly as an adviser in terms o