Professional learning of primary mathematics teachers: Investigating pathways and processes for changing practice

This study adopted design-based research methodology to investigate processes involved in primary teachers learning sophisticated instructional practices through onsite collaborative professional learning experiences. Teaching and learning mental computation with conceptual understanding provided the context for studying ten teachers across three different school settings in Australia. Multiple qualitative data were collected. The study found that when teachers view themselves as learners; are situated within an innovative, supportive learning community; and given opportunities to engage in collaborative professional learning experiences attuned to a developing shared vision for effective teaching of mathematics, opportunities for teacher learning and change are enhanced.