Mathematics teacher development in South Africa through professional learning communities

It has long been established that in-service mathematics teacher development is best achieved through teacher development programmes that are collaborative, strongly related to teachers’ practices, and sustained and sustainable over time (Borko 2004; Cobb et al. 2018). However, what constitutes these key elements of teacher development in different contexts, and the extent of their influence on improving teacher practices and student learning, still needs to be understood more deeply (Karsenty 2021; Robutti et al. 2016). This book contributes to ongoing research that explores the nature, successes and challenges of longer term, collaborative mathematics teacher development, through the case of one teacher development project in Johannesburg, the Data-Informed Practice Improvement Project (DIPIP).