One teacher’s reflective journey and the evolution of a lesson: Systematic reflection as a catalyst for adaptive expertise

Abstract

This conceptual article provides a classroom-based example of the ways systematic reflection can improve teaching practice, impact student learning, and be a catalyst for adaptive expertise and the development of pedagogical content knowledge for high school mathematics teaching. Mark, a novice mathematics teacher, used a cycle of systematic reflection to adapt one basic statistics lesson over several years. An administrator’s observation and a professional development opportunity served as critical incidents that focused Mark’s reflective inquiry on improving student engagement. In several cycles of noticing, reflecting, and making adaptations he worked to balance student engagement with deep application of core mathematical principles. Mark’s progression from descriptive reflection to comparative and critical reflection resulted in improvements in his students’ engagement with and application of the core mathematical principles, as well as changes in the focus of his reflection: from a novice focus on his own performance in the classroom to a focus on the ways he could transform his teaching to honor both the mathematical content and the learners at hand.

Keywords:

• reflective practice
• adaptive expertise