ABSTRACT
In this chapter, we summarize the major arguments in the book. We then revisit the design conjectures that informed our intervention, with particular attention to the ones that departed from research-based recommendations about qualities of high-quality professional development: the need to address teachers' existing concepts; the need to respond to issues that arise in instruction; the need to provide adequate and timely feedback on attempts to improve instruction; providing teachers with rich images of their own instruction; and respecting teachers' autonomy, agency, and experiences as sensemakers. We then reflect on what we have learned about experienced mathematics teachers' learning of ambitious and equitable instruction. Next, we consider the limitations of our study. Finally, we reflect on the implications of our study for teacher education, professional development, mathematics education, and educational research.
