Vol. 28 No. 1 (2019)

Mathematics teacher developers’ views of a demonstration class

Ginger Rhodes
University of North Carolina

Published 2019-08-19


  • demonstration lesson,
  • mathematics education,
  • professional development,
  • professional vision,
  • teacher developers


This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers.  The researchers examined whether these mathematics teacher developers viewed the demonstration class as an analysis class, a site for reflection and analysis, or a model class, an example of teaching to be emulated.  Results indicated participants could hold either view and, in some cases, both.  Each view provided opportunities for professional growth, but particular aspects of the experience promoted an analysis class view.