Amplifiers and filters in teacher learning of student-centered mathematics instruction

Abstract

Acknowledging the nonlinear, complex nature of teacher learning and focusing on the factors that facilitate or hinder teachers' choices, we introduce the System of Amplifiers and Filters (SAF) as a conceptual framework for analyzing teacher learning. We demonstrate its applicability through detailed descriptions of three mathematics teachers' learning paths within a professional development program promoting student-centered pedagogy in Israel. Despite similar learning opportunities in the PD, teachers' learning paths varied significantly, especially in implementing open inquiry and managing its inherent uncertainty. We argue that the SAF mediates teacher's choices within PD contexts and explains the differences in their learning.