A thinking-focused classroom is one which is constructivist in orientation and which places importance on social interactions in the attainment of “taken-as-shared” meanings. While there can never be a prescriptive set of strategies or a set format for such classrooms, there are broad features which generally typify thinking-focused pedagogy. In a thinking-focused mathematics classroom, there is usually a constant focus on sense-making and conceptual understanding, and mathematical thinking is encouraged and valued.

This thesis explores the ways in which two mathematics teachers interpreted and implemented thinking-focused pedagogy in their respective classrooms. The teachers worked in two different types of secondary schools - an upgraded high and a traditional high school - the former situated in rural Jamaica and the latter situated in the capital city, Kingston. The fieldwork was conducted using a qualitative case study and took place during the period September 2002 to August 2003.