This case study seeks to understand how teachers are themselves changed as they take on the role of researcher in their secondary mathematics classrooms. Using collaborative instructional strategies, technology, and journal writing, these teachers initiate changes in classroom practice for their students consistent with the goals of the Standards. By researching student learning within their classrooms, these teacher/researchers create environments for their own learning as well. This interactive process, framed by the immediate experience of classrooms, changes teacher beliefs and therefore teacher goals about the teaching and learning of mathematics. This process leads to a reflective orientation that sustains continued professional growth and change.
