Teacher learning in mathematics: Teacher study groups

Abstract: In this paper I explore the challenges and possibilities for teacher learning in study groups by examining the typical discourse generated in one particular group. Special attention was paid to the teachers ’ talk when doing mathematics together and when talking about their teaching practices and students ’ work. When doing mathematics together, the examined group’s talk can be described as exploratory talk, that is talk characterized by speakers seeking and showing intellectual involvement; public disclosure of disagreements and confusion; and talk that is generative and collaborative. In contrast, the teachers ' talk about their teaching and students ' work can be categorized as expository talk, which can be characterized by the use of monologues; speakers seeking and giving approval; and the non-analytical or unproblematic narration of events. These are features of study group talk that seem important to attend to and study as these affect the participants ’ learning opportunities and impact the design and leadership of teacher groups