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Professional development for teachers of mathematics: opportunities and change

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Disciplines
  • Mathematics

Abstract

The RECME research was set up to develop understanding of ‘effective’ Continuing Professional Development (CPD) for teachers of mathematics by looking at a large number of initiatives adopting a variety of models, taking a non-interventionist, nonparticipatory approach. In addition to building a ‘big picture’, it also aims to develop an in-depth understanding of the individual initiatives by looking at the structure and organisation and at the responses of individual teachers to their CPD. The paper develops and uses an analytical framework to help us understand one particular initiative and the learning and teacher change of individual teachers participating in this initiative. We conclude with a discussion of the factors contributing to the effectiveness of the CPD.

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