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.
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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