Reasoning Champions: exploring the practice of teachers leading professional learning

Abstract Teacher professional learning enhances teaching mathematical reasoning at a conceptual level. However, designing professional learning to develop teachers’ understanding of reasoning is complex. This study explored an approach to professional learning that involved two generalist classroom teachers assuming a leading role to champion pedagogical changes in mathematical reasoning (Reasoning Champions). We conceptualise the practice of a Reasoning Champion within Cultural-Historical Activity Theory (CHAT). The aim of this study was to identify the object-motives to which the activity of becoming a Reasoning Champion was directed, and how these were manifested to support other teachers. Data were gathered through two iterations of interviews of two classroom teachers from two primary schools who volunteered as the Reasoning Champion and their respective peer learning teams, and document analysis. Findings identified four object-motives that, although enacted differently, were pursued by both Reasoning Champions. Overall, these data indicated that teachers benefited from this form of professional learning. Reasoning Champions can support teachers’ development of the teaching of reasoning by providing a structure and resources in a cost-effective and sustainable way and this has implications beyond primary and for other mathematical proficiencies.