Tackling complexity in mathematics teacher development: using the teaching triad as a tool for reflection and enquiry.

This paper reports research that attempts to make sense of the complexity of mathematics teaching and its development at secondary school level. The research was conducted in partnership between two teachers and two educator/researchers over one school term in two U.K. schools. A theoretical construct, the teaching triad, was used as an analytical device (by the researchers) and as a reflective agent for teaching development (by the teachers). The focus of analysis was the interactions between teacher and students at whole class and small group level. Both micro-and macro-analyses were undertaken. We present details of the processes involved in examples from the teaching of one teacher as she translated theoretical aims into classroom practice. The use of the triad allowed access to complexity, involving both psychological and sociological elements, and to the position of a sincere teacher with respect to competing forces in the educational system. The potential of the triad for teacher and teaching development is discussed