This chapter examines mathematics teacher portfolios as a powerful tool to promote reflection among teachers. The portfolio encourages teachers, through written reflective statements, to examine the teaching of mathematics in-depth and allow others to examine the thinking behind the teaching documented in the portfolio. The portfolio offers an excellent opportunity for teachers to think reflectively about teaching and at the same time provide evidence that could be used to guide practice. Teachers are encouraged to reflect on themselves as learners of mathematics and to reassess their role and classroom practices. Being exposed to reflective practice teachers learned the importance of documenting professional growth and expressing their beliefs about teaching and learning. Opportunities for collegial sharing and collaboration built into the portfolio construction allow the creators of the portfolios to share their concerns and anxieties about issues in mathematics. Teachers need to continually seek ways to improve their knowledge of mathematics in order to teach more effectively. If they opt to work collaboratively with colleagues the possibilities are much greater for them to define the best course of action for different situations than working in isolation.
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Spanneberg, R. (2009). The Mathematics Teaching Portfolio: A Reflective Tool for Developing Professional Growth and Improving Classroom Practices. In: Clarke, B., Grevholm, B., Millman, R. (eds) Tasks in Primary Mathematics Teacher Education. Mathematics Teacher Education, vol 4. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09669-8_5
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