How Do Mathematics Teachers Develop Teaching Conceptions: Knowledge, Practice And Community

This paper explores the developmental processes about the teaching conceptions of practice teachers in mathematics. Six cases of practice teachers in different secondary schools, their mentors and students were involved in the final year study of a three-year longitudinal research project. The case study method, including classroom observations and pre and post-lesson interviews, was used as the major approach to investigate the development processes and values about their teaching conceptions. We preliminarily addressed some reasons that led the teaching conceptions of practice teachers to change, adjust or maintain. We thought that there appeared to be some implications in activating the developments of practice teachers' teaching conceptions, then to develop their professional competencies.