Improving Mathematics Instruction through Classroom-Based Inquiry

Research has shown that learning to teach mathematics for understanding is not simply a matter of learning new pedagogical techniques but rather requires substantial changes in a teacher's knowledge, beliefs, and practice. Here, Ebby, Ottinger, and Silver describe a university mathematics educator's efforts to support teachers in adopting a "stance of critique and inquiry" by developing a teacher research community in an urban elementary school. Classroom-based inquiry creates opportunities for active engagement and reflection on ideas about teaching and learning.