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

Source: Journal of Mathematics Teacher Education, Volume 17, Issue 1, pp 5–36, February 2014.

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?

This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics.
The authors offer a synthesis of this research, guided by Clarke and Hollingsworth’s (2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers’ learning and suggests that growth in one aspect of teachers’ knowledge and practice may promote subsequent growth in other areas.
The authors report the 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.

Reference
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967