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This paper focuses on the development of a model of research and professional development which aims to bring about transformations in classroom practice in situations that have previously proved resistant to change. We explore reasons why conventional models have failed to address one such situation, the continuing predominance of teacher-centred pedagogies in mathematics classrooms. We draw on findings from the Visible Mathematics Pedagogy research project to highlight how a critical model of participatory action research can be refined to enhance its potential to bring about changes in classroom practice. We report on research tools and processes that were developed, distinct from those commonly used in research, including the organisation of research team meetings around participatory principles, the active involvement of teachers in designing and employing data collection tools, and in generating protocols associated with video-stimulated reflection. We demonstrate how these research tools and processes enhanced collaboration and teacher agency, the trustworthiness of the research findings and teachers’ critical reflection on existing practice. We argue that our refined model of participatory action research can inform and support teachers and researchers wishing to transform classroom practice, especially in situations analogous to many mathematics classrooms, in which conventional models have had limited impact.

Visible mathematics pedagogy: A model for transforming classroom practice