Seeing is not enough for believing: Building mathematical knowledge for teaching through observing, deconstructing, and enacting particular pedagogies

This thesis tells the story of the experience of 18 teachers as they engaged in observing, deconstructing, and enacting teaching approaches associated with developing students’ reasoning and problem-solving. The findings confirm the potential and merit of modelling particular approaches to teaching to enhance mathematics teaching and learning by confronting teacher assumptions about teaching and learning and in doing so providing opportunities for them to develop mathematical knowledge for teaching. Two recommendations to improve pre-and post-modelled lesson briefings are presented.