Mathematical Tasks as a Framework for Reflection: From Research to Practice
Search for other papers by Mary Kay Stein in
Current site
Google Scholar
PubMed
Search for other papers by Margaret Schwan Smith in
Current site
Google Scholar
PubMed
According to the professional Standards for Teaching Mathematics (NCTM 1991), a primary factor in teachers' professional growth is the extent to which they “reflect on learning and teaching individually and with colleagues” (p. 168). Reflecting on their classroom experiences is a way to make teachers aware of how they teach (Hart et al. 1992) and how their students are thriving within the learning environment that has been provided. Although all teachers think informally about their classroom experiences, cultivating a habit of systematic and deliberate reflection may hold the key to improving one's teaching as well as to sustaining lifelong professional development.
Footnotes
Margaret Smith is interested in supporting and studying the professional development of teachers.
