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Abstract
This paper reports on a study examining teacher perspectives on mathematics content and pedagogy after one year of teacher participation in a mathematics professional development program. Teacher narrative responses to questions about student work samples provided qualitative data for analysis, where teachers provided input on student thinking and instructional decisions. Responses revealed teacher movement in the areas of the professional development program’s goals: a) movement from a strict and superficial procedural mathematics perspective toward a richly connected and integrated procedural/conceptual perspective; and b) from a teacher-directed pedagogical perspective toward a learner-responsive pedagogy. Two additional findings included: a) content-specific issues in teachers’ response; and b) a recognition of the utility and usefulness of the coding analysis tool for documenting and describing teacher perspectives and movement, able to capture fluid movement on the continua of content and pedagogy perspectives.