source and then looked for relationships of the key aspects among the data sources. In particular,
I identified each of the two key teachers’ characteristics and then compared them and looked for
common themes.
Results
There were similarities as well as differences between the two key teachers. By actively
participating in the project, both teachers utilized the project opportunities to develop their
expertise of teaching mathematics even though they had different backgrounds, experiences,
interests, and goals for participating in the project. Both of them, whether experienced or not,
were aware of their struggles, set a solid goal to improve their teaching, and wanted to resolve
their teaching problems through the project.
Individual Characteristics
As a beginning teacher, Kathy shared her concerns and teaching problems. Yet, she did not
know how to make changes at the outset of the project. While discussing her interests and
concerns with other teachers, she noticed useful strategies that she could implement in her
classroom. In fact, she applied in her own classroom what she learned from other teachers and
what she gleaned from readings throughout the project. She found what did and did not work for
her. Finally, she developed her own ways to teach mathematics effectively, such as facilitating
classroom discussions. Kathy, although not an expert teacher, had the skills and understandings
that might eventually make it possible for her to become a lead teacher. In a sense, Kathy’s case
provided a glimpse of a lead teacher in the making.
Jenny was an experienced teacher. She provided ideas and strategies that other teachers could
use in their classrooms. She also continued to explore issues and concerns through the project
activities. She further refined her notions of teaching using a reformed curriculum. Especially,
through participating in the project, she had opportunities to develop her confidence in doing
mathematics. In fact, her participation in mathematical activities was implicit at the beginning of
the project. Once she became confident in sharing her ideas, she actively participated in
mathematical activities and contributed to the group’s mathematical learning.
Common Characteristics
Both teachers demonstrated some similarities as they participated in project activities. They
were key in contributing to the shared meanings with respect to mathematics and mathematics
pedagogy in the community of learners. They were active math problem solvers and flexible
mathematics thinkers. In addition, they were reflective teachers who thought about ways of
teaching mathematics in order to continue to improve their teaching practices. With these
characteristics, the two teachers actively participated in the project and influenced other teachers
to do so as well.
With regard to mathematical activities, Kathy provided important ideas for other teachers to
consider as they solved problems. She was not satisfied with just getting an answer. She
questioned the reasons why certain ideas “worked” per se. She always wanted to generalize the
patterns that she found. She also provided different perspectives to look at problems. This way of
exploration about mathematical ideas encouraged other teachers to further investigate the ideas
and created more opportunities for them to learn mathematics.
Kathy also created possible learning opportunities for herself as well as other teachers to
explore pedagogical issues. With her clear goals for the project, she made comments about her
teaching problems and shared her struggles. While discussing with her, her fellow teachers began
to “see” and possibly make her problems of practice their own. Kathy made it possible for her
colleagues to address issues, such as how to facilitate students’ participation in discussions. She
Convention