for the learning of mathematics

Chiara AndrĂ  ,  Annette Rouleau ,  Peter Liljedahl ,  Pietro di Martino - Vol. 39 Num. 1 (2019)
 An affective lens for tensions emerging from teacher professional development


Tensions are an integral part of mathematics teachers’ practice and have been recognised as playing a pivotal role in guiding teachers’ choices, and in driving teacher change. Professional development particularly elicits dilemmas. Tensions appear to be a crucial aspect of mathematics teacher education and therefore a deeper understanding of tensions provoked by professional development appears to be relevant for researchers and teacher educators.


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