NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ821342
Record Type: Journal
Publication Date: 2005-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1354-0602
Reflective States Associated with Creating Inquiry-Based Mathematical Discourse
Breyfogle, M. Lynn
Teachers and Teaching: Theory and Practice, v11 n2 p151-167 Apr 2005
A secondary school mathematics teacher and mathematics education researcher engaged in a collaborative professional development experience that focused the teacher's reflection on videotapes of his instruction. The purpose was to document and explore the teacher's experiences with respect to his reflections and classroom practice while trying to create inquiry-based mathematical discourse. Data included videotaped classroom observations, audiotaped interviews, and audiotaped focused reflection sessions. Analysis of the data revealed that over the course of the semester-long collaboration the teacher exhibited, at various times, four different reflective states ("explain but not question", "question but not explain", "question and explore", and "exploring"). The identification of these reflective states suggests a more complex relationship between reflection and changing teachers' practice than previously thought. The results of this article suggest that the interaction of teachers' reflective activities and reflective states contribute to various kinds of teacher change in the classroom. (Contains 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A