This paper describes a senior mathematics professor’s effort to change his teaching practice in a mathematical analysis course for secondary pre-service teachers in alignment with the current reform movement. Data include semester-long observations and interviews with the professor and his students. The data were analyzed by the use of reﬂection as the most significant tool for examining his experience of bringing about change. The reﬂection was used as a bridge from theory to practice by serving as a signiﬁcant point for the professor to experience the process of professional development in a real sense. Discussions include the role of teacher reﬂection, teacher beliefs about good teaching and their manifestation in practice, the role of students in a reform-based classroom and the professor's effort for changing pedagogy of the mathematics course and his search for continuing the effort. The researcher includes her own reflection of the processes of understanding the change process. Her views on inconsistency between the professors beliefs and his practice, the role of reﬂection as a hallmark of professionalism, and the importance of environment and support for the change to be sustainable are addressed.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
"Understanding Teacher Reflection as a Significant Tool for Bringing Reform-Based Teaching to College Mathematics,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 6
, Article 17.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol6/iss1/17