世界各国在发展中国家、工业化国家和信息化国家的经验表明，专业发展是提高课堂表现的关键决定因素。有效的专业发展经验旨在帮助教师建立新的教学和学习理解(李和进，2001)。Baird and Rowsy(1989)认为，如果教师从中受益，就应该设计高质量的在职培训计划。无论具体情况如何，一个有效的课程开发过程通常需要一个结构化的专业开发程序来指导课程开发过程。本研究的目的是调查小学教师在数学教学中的反思实践，因为他们参与了一个持续的数学教学专业发展计划，这是在安卡拉的一所私立小学的两个数学教育计划整合过程的结果。在本研究中，两位小学教师将参与研究，并接受访问，以了解他们在教学上的反思实践。此外，这些教师的课程将通过专业发展计划在课堂上进行观察，以了解其实施情况。参与者还将对他们的数学教学实践进行反思。这些发现将有助于土耳其今后的在职培训计划。
Experience around the world in developing, industrialized, and information-based countries has shown that professional development is the key determining factor for improved classroom performance. Effective professional development experiences are designed to help teachers build new understanding of teaching and learning (Hea-Jin Lee, 2001). According to Baird and Rowsy (1989), high quality in-service program should be designed if teachers were to benefit from it. Regardless of particular circumstances, an effective curriculum development process usually entails a structured professional development program in order to guide the curriculum development process. The aim of this study is to investigate elementary teachers’ reflective practices on their mathematics teaching as they are involved in a continuing mathematics teaching professional development program as a consequence of a two mathematics education program integration process at a private elementary school in Ankara.In this study, two elementary teachers will participate in the study and they will be interviewed in order to get information about their reflective practices on their teaching. In addition to this, those teachers’ lessons will be observed in their classes through the professional development program in order to see their implementation. The participants will also keep reflective journal on their mathematics teaching practices. The findings will contribute to the future in-service training programs in Turkey.