| Research on teachers' knowledge has shown that elementary teachers often lack the deep, flexible, and conceptual mathematical understandings necessary for reform efforts in mathematics education to be realized in classroom practice. In order to meet the complex demands of developing a reform-oriented teacher practice, a considerable amount of teacher learning must take place through participation in the activity of teacher practice.; Using case study methods, this research analyzed the practice of one 1st-year elementary teacher as she implemented a reform-based curriculum program (Connected Mathematic Project) and participated in the school, classroom, and reform (i.e., curriculum materials and professional development) communities of practice. Data were collected from observations of three units of instruction, professional development sessions, concept maps, and interviews with the case study teacher and members of the school community.; Analysis revealed the key role curriculum materials played in the generation of mathematical knowledge. The classroom and reform communities acted as catalysts in the teacher's participatory practices, which generated expanded, connected, and unresolved mathematical knowledge. |
