DOCUMENTING LEARNING IN SCHOOL-BASED MATHEMATICS COMMUNITIES OF TEACHERS

The goal of this theoretical paper is to promote discussion about different ways to perceive and document teacher learning in professional development initiatives based on communities of mathematics teachers working in close connection to their practices. Toward this goal, I consider different perspectives on learning and use examples from a 3-year professional development project to propose other ways to look at learning within communities of mathematics teachers. I suggest that changes in the topics and patterns of conversations, in the visibility of mathematics within the school, and in the school support structure for mathematics instruction are possible ways to look at teacher learning in communities of practice.