Using Mathematics to Open Up Windows in Teachers' Minds: Encouraging Teacher Talk About Learning and Teaching.

Early results from a longitudinal investigative study of teachers' reactions to the stimulation of mathematical input during professional development opportunities are reported. The study is situated within a larger project coordinated by The University of Auckland involving mathematics teachers of senior classes in eight low socio-economic schools. It investigates the effectiveness of utilizing tertiary level mathematics and statistics to create a situation in which the teachers are encouraged to see themselves as learners and consequently to discuss learning and teaching within the community of practice that is developing within the larger project. Initial analysis indicates that the stimulation and interactions are proving successful in encouraging teachers to connect with their mathematical learner selves. The model being used to describe this process is discussed in detail in the paper. In particular evidence is presented that the teachers see that their own learning experiences can be used to re-view student learning. [ABSTRACT FROM AUTHOR]