A Mathematics Teacher's Learning Through Reflection-in-Action

Authors

Theodore J. Rupnow, University of Nebraska at KearneyFollow
David Barker, Illinois State UniversityFollow

Abstract

In this study, I investigated the learning of one secondary mathematics teacher through observations in two class periods. I analyzed his learning in relation to the communities of practice framework and found reflection-in-action was instrumental in his learning. I characterized the teacher’s reflection-in-action with the descriptors: developmental, hypothetical, and experimental. Developmental reflection-in-action involved the development of new understandings or practices. Hypothetical reflection-in-action involved imagined future situations. Experimental reflection-in-action involved repeated trials. I propose that the use of a cycle of reflection-in-action in professional communities may have a positive impact on teacher learning.

Author's Biographies

Theodore (Ted) J. Rupnow is an Assistant Professor of Mathematics at the University of Nebraska at Kearney. His research interests include preservice and inservice teacher learning with a focus on learning in practice.

David Barker is an Associate Professor of Mathematics at Illinois State University. His research interests include teacher knowledge and beliefs with a focus on knowledge integration and teacher development.

This is an original work

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Recommended Citation

Rupnow, T. J., & Barker, D. (2021). A Mathematics Teacher's Learning Through Reflection-in-Action. Perspectives In Learning, 19 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol19/iss1/7