摘要：Mathematics pedagogy is a complex and multilayered practice, a practice that is
formidably difficult to change. The authors of this paper were interested in
understanding the changes that teachers from the Secondary Numeracy Project
(SNP) have made to their practice. The paper focuses on a case study of one
teacher, looking at how her teaching is changing in the year after professional
development experiences of SNP. Teacher learning and associated changes in
practice are seen as occurring across a continuum; the case study highlights
that, for this teacher, participation in SNP was an impetus for her to continue to
learn through inquiry into her own practice.
