To change teaching practice and students’ learning of mathematics

Abstract

This article forms part of a larger study aimed at supporting teachers in understanding their practice and improving it. Students’ tests, an examination of students’ mathematical work, teachers’ lessons plans and reports of the lessons’ instructions are the base data for this article. The analysis indicated that the teachers were unable to describe the critical aspects in students’ learning at the beginning of the project. By giving teachers the training that allows them to become theorising teachers, they also obtain the possibility, as professional decision-makers, to develop the ability to identify the critical aspects of students’ learning and consider how opportunities for learning can be enhanced. The findings suggest that developing an understanding of students’ critical aspects can be a productive basis for helping teachers to make fundamental changes in their instructions and to improve mathematical communication in the classroom.