Enhancing the pedagogy of mathematics teachers (EPMT) project: a hybrid model of professional development

Enhancing the pedagogy of mathematics teachers (EPMT) project is a hybrid model of professional development (PD) that reflects a gradual shift in the centre of gravity away from the University-based, “supply-side”, “off-line” forms of knowledge production conducted by university scholars for teachers towards an emergent school-based, demand-side, on-line, in situ forms of knowledge production conducted by teachers with support from university scholars. The aims of the EPMT project were threefold: to provide teachers with training, to facilitate teachers’ work (practice and feedback) at the school level and to enthuse and support teachers to contribute towards the development of fellow teachers. This paper examines two project participants’ infusion of their learning in classroom practice. From the lessons enacted by the two teachers it was apparent that both teachers were able to apply their learning in their lessons. The teachers also manifested changes in their perception of teaching mathematics.