Educational Studies in Mathematics

, Volume 64, Issue 1, pp 1–17 | Cite as

Learning Through Reflection in Mathematics Teacher Education

  • Mercedes GarcíaEmail author
  • Victoria Sánchez
  • Isabel Escudero


This article is written from our perspective as both researchers and mathematics teacher educators, and describes how our knowledge has grown as we engage concurrently in both teaching and research. Reflection-on-action is a means for us of approaching the relationship between theory and practice that comes out of the development of our work as researchers and mathematics teacher educators. The article presents the different steps we have identified in the relationship between theory and practice during our professional development. In the discussion, we examine the whole sequence of steps showing what we have learnt. Afterwards, we use the sequence of activity of the reflective process as a framework in which we can operate and reflect about our own development.


community of learning mathematics teacher educator learning reflection-on-action relationship between theory and practice situated learning in a mathematical context 


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Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  • Mercedes García
    • 1
    Email author
  • Victoria Sánchez
    • 1
  • Isabel Escudero
    • 1
  1. 1.Departamento de Didáctica de las MatemáticasUniversidad de SevillaSevillaSpain

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