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This study draws on Valsiner’s (1997) extension of Vygotsky’s (1978) theory on Zone of Proximal Development that had been further extended by those interested in teacher professional development (e.g., Blanton, Westbrook & Carter, 2005; Millett & Bibby, 2004). These theories were used to guide the constant comparative analysis of interview data collected during a case study involving all teachers and leadership in one primary state school in Queensland. Through this analysis it became apparent that the principal created a Zone of Free Movement and a Zone of Promoted Action that limited teachers’ meaning making of reform in mathematics. Being alert to these actions is important if we are to truly understand how change in mathematics reform may be being implemented in schools.

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Open Access Conference Paper

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Open Access

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