Reflection as Professional Knowledge for Mathematics Teachers

In this study, we examined the prompted reflections of four middle school mathematics teachers after their lessons. We used Cohen and Ball``s instructional triangle (1999) to investigate teachers`` reflections. With this framework, we addressed questions of what characteristics in reflections the participant teachers have and how the reflections differ over time. Findings indicated that the teachers showed differences in the instances of assessing and changes over time in the ways they gained more insights about students`` understanding.