Abstract:
In this paper we consider the professional development of university mathematics lecturers. We describe two exemplars from a two-year research process to engage mathematics educators and research mathematicians in a constructive dialogue about teaching. In this study lectures were video recorded and then discussed in a supportive community of practice. Using Schoenfeld’s Resources, Orientations and Goals (ROG) theoretical framework we analyse two lecture segments and describe how the two lecturers’ ROGs caused them to make decisions that moved them toward different outcomes. The value of explicit ROG-based discussion of small-scale lecture moments to a professional development model is considered.