This paper reports on a follow-up study of one teacher, two years after she participated in a numeracy staff development contract based on the Cognitively Guided Instruction (CGI) philosophy.
The discussion is based on classroom observations and a semi-structured interview focusing on Ms Smith's perspective on the experience. She explains how she uses the research-based knowledge about the development of children's mathematical thinking gained from professional development to inform the teaching and learning of mathematics in her classroom.
This single case study is used to give some insight into reflective practice, self-sustaining and generative change in the teaching of mathematics, and professional development.
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