Karin Brodie

TL;DR: This chapter discusses the dilemmas of Teaching Mathematical Reasoning, the practices of Justification and Explanation, and Conclusions and Ways Forward: The "Messy" Middle Ground.

TL;DR: In this paper, the authors examine the ways in which teachers, enrolled on an in-service program in South Africa, have taken up learner-centred practices and find that the majority of teachers took up the forms without the substance but some managed to be substantively learner centred.

TL;DR: The Data Informed Practice Improvement Project as discussed by the authors developed an innovative model of mathematics teacher development, with three main strands: teachers work with data from their classrooms, they use this data to understand and engage with learner errors in mathematics, and they do this collectively in professional learning communities, with facilitation from members of the project team.

TL;DR: In this article, the authors bring the two areas of research together and show how teachers in one professional learning community came to understand key concepts about learner errors and shifted their ways of talking about learners' errors.

TL;DR: The authors examined teachers' classroom talk as teachers respond to, interact with and take forward learners' contributions teachers' responses to learner contributions provide a useful lens in understanding teachers' hybrid practices as they take up aspects of reform practice.