Questions for reflection  professional learning for all teachers of mathematics

It can be difficult for teachers and senior leaders to identify
mathematicsspecific knowledge needed to become a highlyeffective
teacher and the professional learning required to develop this
knowledge.
Teachers, senior leaders, professional development providers and
professional development commissioners may use the questions
below as a way of framing conversations on
mathematicsspecific professional development.


The questions below expand Table 1 on page 8 of the
professional learning principles.

The questions for reflection are separated into three different
areas for further reflection:
I. Teachers' knowledge about mathematics.
II. Teachers' knowledge about teaching
mathematics.
III. School and college culture and mathematics
professional learning.
I. Teachers' knowledge about mathematics 
Do teachers continue to develop proficiency in the
mathematics relevant to the phase they teach?
This includes:
 developing conceptual understanding;
 procedural and factual knowledge;
 the ability to reason;
 the ability to solve and pose problems.
See some examples.
These are not exhaustive.

II. Teachers' knowledge about mathematics

Do teachers continue to develop specialist knowledge
about mathematics required for teaching?
This specialist knowledge includes:
 understanding connections between different areas;
 understanding how mathematical ideas build on and lead to
others;
 the underlying structure of mathematics;
 ways of modelling and representing mathematical ideas;
 specific and consistent use of mathematical language and
notation.
See some examples.
These are not exhaustive.

III. Teachers' knowledge about mathematics

Do teachers continue to develop understanding and
appreciation of mathematics as a discipline?
This includes:
 the way mathematics is used within other subjects and different
terminology that might be used;
 the way mathematics is used beyond the classroom, for example
in work;
 the history of mathematics;
 the role of mathematics in society.
See some examples.
These are not exhaustive.

II. Teachers' knowledge about teaching
mathematics

Do teachers continue to develop and evaluate their
knowledge about the teaching of mathematics?
This includes:
 knowing effective ways of explaining, representing and
exemplifying mathematics;
 knowing how to use particular resources, equipment and tools to
support the learning of mathematics mathematical tasks and
activities to use with learners;
 knowing ways of encouraging mathematical discussion and use of
mathematical language.
See some examples.
These are not exhaustive.

II. Teachers' knowledge about teaching
mathematics

Do teachers continue to develop and evaluate their
knowledge about mathematical learning?
This includes:
 planning mathematical journeys that build on learners' prior
knowledge and experience, make connections and develop strong
foundations for future study;
 knowing how to motivate learners of mathematics;
 knowing ways of listening to and observing learners carry out
mathematics and understanding and responding flexibly to their
learning needs;
 knowledge of common difficulties learners can face and common
errors and misconceptions that they make in mathematics and ways of
responding to them;
 knowing how to continually assess learners and to adapt
questioning to support this and respond to answers given.
See some examples.
These are not exhaustive.

II. Teachers' knowledge about teaching
mathematics

Do teachers continue to develop and evaluate their
knowledge about the mathematics curriculum that they are teaching
and other phases of the curriculum?
This includes:
 the structure and sequencing within the mathematics
curriculum;
 the formal assessment and qualifications linked to the
curriculum;
 how and when mathematics is used in other areas of the
curriculum;
 how the mathematics curriculum is developed and the influences
on it.
See some examples.
These are not exhaustive.

III. School and college culture and mathematics
professional learning

 Do teachers of mathematics have their mathematicspecific
knowledge and professional learning requirements analysed?
 Do all those teaching matheamatics have a personalised learning
plan for mathematics?
 Is the school or college working to help existing teacher
groups become collaborative learning groups?
 Is the school or college providing access to sustained and
personalised professional learning?
