Reflection as professional knowledge for mathematics teachers

Na Young Kwon, Inha University, Korea
Chandra Orrill, University of Massachusetts Dartmouth

Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education, 2015, Volume 19 Issue No. 1, pp. 1-17

In this study, we examined the prompted reflections of four middle school mathematics teachers after their lessons. We used Cohen and Ball's instructional triangle (1999) to in-vestigate teachers' reflections. With this framework, we addressed questions of what characteristics in reflections the participant teachers have and how the reflections differ over time. Findings indicated that the teachers showed differences in the instances of as-sessing and changes over time in the ways they gained more insights about students' un-derstanding.


For more information on this article.