References

Abstract

This study investigates how Saudi mathematics teachers develop their understanding of classroom dialogue through a 'reform orientated' professional development programme modelled as a Community of Practice (Wenger 1998). It hypothesizes that Saudi Arabia provides an interesting context for research on teachers' professional development due the recent introduction of a 'reform orientated' primary mathematics curriculum which emphasizes a more active, dialogic role for students. This contrasts with the teacher-dominated, transmissionist pedagogy, which is widely recognized to be dominant in Saudi classrooms, thus creating a contradictory and conflicted context in which to conduct research on professional development.