ABSTRACT
The focus of this study began very firmly in the domain of mathematics teaching, with emphasis on an investigative approach to mathematics teaching, on teaching acts designed to promote students’ conceptual awareness, and the thinking which lay behind these acts. A teacher’s thinking was an overt consideration of my study, implicit in which was that teachers do think, and that this thinking influences their classroom activity. My belief that this study has implications for individual teacher development has sprung out of the relationships which I experienced with the teachers and my observations of their personal development during the research.
