Collaboration with Teachers to Improve Mathematics Learning: Pedagogy at Three Levels

Current trends in educational professional development favour large-scale professional development in-practice and on-site, involving collaborative planning between teachers and researchers. However, little research is available into aspects of professional development in-practice which effect change in both teacher practice and student learning outcomes. This paper investigates the characteristics of instructional interactions, namely, technical, domain and generic levels of pedagogy that appeared to lead to positive mathematics learning outcomes within one such project.