Abstract
Three Suffolk, Virginia, elementary school teachers—Paula Beckett, Deb McIntosh, and Leigh-Ann Byrd—are also new graduate-school candidates who have enrolled in the mathematics specialist program at their local university. Upon learning that an action research class was one of their first requirements, all were feeling a bit intimidated and quite overwhelmed. That soon changed as they began the “practitioner-based” research process in their math classrooms. Beckett, McIntosh, and Byrd share their journeys of self-study and the spirit of critically examining their own mathematics instructional practices. Their discussions highlight the research projects and illustrate how teachers can take charge of their development as well as investigate issues related to student achievement within the confines of their classrooms.
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