The nature of mathematics teachers’ knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness as a central aspect of MTK based on a study of elementary school mathematics teachers’ learning and teaching associated with a self-directed professional development initiative to transform their teaching to an inquiry-based perspective. Research questions focused on how this initiative supported reflective awareness in the teachers’ learning and teaching. Findings indicated that engaging in self-based and meaning-based questioning and creating pedagogical models were central to the teachers’ learning and use of reflective awareness. Their knowledge of reflective awareness as a way of knowing was important to their development of an inquiry stance and knowledge of mathematics for teaching and mathematics pedagogy.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.