Mathematics Teachers' Learning: A Conceptual Framework and Synthesis of Research

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How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what) teachers learn lies at the crux of any effort to provide high-quality mathematics teaching for all students. This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. The authors report a synthesis of this research—guided by Clarke and Hollingsworth’s dynamic model of teacher growth—present results in six major areas of teacher learning, identify several crosscutting themes in the literature, and make recommendations for future research aimed at understanding teachers’ professional learning.


Lynn Goldsmith, Helen Doerr, Catherine Lewis

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