Search results for: Chapman Olive

The current paper focuses on an experienced high school mathematics teacher who changed her practice without participating in planned interventions aimed at producing this change. The article reports on the nature of the teacher’s change from her perspective and an interpretation and understanding of the change from the researcher’s perspective. The article discusses three types of change that are possible depending on the level of engagement of the teacher in professional development opportunities: instrumental change, conceptual change, and foundational change.