ABSTRACT
I chose to observe Ben as part of my Phase 3 study because he was an experienced teacher with a declared aim to implement in his classroom ‘an investigative approach to teaching and learning mathematics’. We had run jointly a course for teachers with this title when Ben had been an ESG advisory teacher a few years earlier. 1 He had recently taken up a post as head of mathematics at Compton, a small secondary-modern school in a rural area.
