Mathematics teacher research: process practice and the development of teaching

This paper discusses a study of teacher researchers undertaking research into self-chosen aspects of their own mathematics teaching at the secondary level. The study used qualitative methods to explore the processes and practices of this research and the issues which it raised. Emergent theory of teachers' research activity fitted strongly with a view of action research relating to critical reflective practice. The teachers were seen as reflective practitioners, developing knowledge and awareness through enhanced metacognitive activity. Their research was characterised as evolutionary, in contrast with established patterns of action research. Despite differences in the substance of each teacher's research there were commonalities which provide insights into the conducting of research by teachers and its potential for the development of mathematics teaching. The special nature of mathematics in this research, and the role of external researchers in the project, were important considerations