GROUP AND INDIVIDUAL DEVELOPMENT IN MATHEMATICS TEACHING: A CASE

Abstract: This paper addresses issues derived from an ongoing research project which attempts to explore the kind of support that inexperienced primary teachers need in their struggle to embed the development of their mathematics teaching within the demanding school programme. Research is conducted in group and individual level. In this study I investigate how teachers ' parallel concerns, being members of a group and at the same time individuals, affect one the other. This particular investigation is approached through the case study of one of the teachers participating in the research programme. Background of the study A number of research programmes based on the constructivist paradigm have been developed in mathematics education. In the context of such programmes educators and researchers cooperate with inservice teachers and provide evidence of teachers' development of thinking and classroom practices as a result of their involvement in these programmes. In most cases teachers ' participation is managed through seminars and courses offered by the educators, which aim at teachers ' professiona