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Current research indicates a need for ongoing support and continuous professional development (CPD) for teachers in order to facilitate the development of 21st Century pedagogies and the integration of technology, as well as to scaffold their changing role in the classroom. This article describes a particular model of 21st Century teaching and learning and an associated approach to CPD, with a particular focus on mathematics education. A qualitative, case study approach has been taken in order to explore the teachersâ experiences of using the model of teaching and learning, as well as their perceptions of the studentsâ experiences. A total of 15 teachers who attended a Contextual Mathematics module on the CPD course provided consent for their data to be used in this study and a constant comparative analytic technique has been used to analyse their written reflections. Results indicate that the approach has the potential to address many of the difficulties associated with 21st Century teaching and learning identified in the literature review.

Teachers’ Experiences of the Integration of 21st Century Learning in the Mathematics Classroom - The Bridge21 Model in Action