Research Frameworks, classroom practices, reflection, practitioner research
Reflection is widely recognized as essential to teachers’ learning but questions remain about what exactly teachers should reflect on and how effective reflection might be facilitated. This paper considers how research frameworks might be used as a tool to facilitate reflection on mathematics classroom practices. It will be argued that frameworks which facilitate planning and analysis of classroom practices at different levels of specificity may also target reflection at different levels. This will be illustrated with reference to frameworks which relate to talk in the mathematics classroom. It will also be argued that for research frameworks to be effective in facilitating reflection on mathematics classroom practices, they must target different levels of reflection.