Abstract

This paper investigates the transformation of new elementary teachers in their understanding of mathematics in
relation to pedagogy and learning. By participating in an intentionally created community of practice, new
elementary school teachers, began to connect to mathematics in new ways: reflectively, confidently, and
inquisitively. Analysis focused on data from teacher reflections, observations, group meetings, and revealed
communities of practice in which an increased confidence with mathematics and teaching mathematics
developed. Through the course of the community of practice, the participants began to think of themselves as
mathematics teachers, mainly through their ability to reflect, question, and take ownership of their practice.

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