Abstract: Enhancing the pedagogy of mathematics teachers (EPMT), a school based project of the Centre for Research in Pedagogy and Practice at the National Institute of Education of Singapore is an example of an innovative project that exemplifies a critical development in the professional development of teachers in many parts of the world. The aims of the EPMT project were three fold. The first was to engage mathematics teachers in professional development (PD) to improve their classroom pedagogy and ultimately improve student learning in terms of understanding, reasoning and communication skills in mathematics lessons. The second was to create teacher practitioner learning communities at the school level who will work together to advance the knowledge they gain from the professional development modules and also put it into practice; and the third was to enthuse and support teachers to put together their work in print form and showcase it to other fellow teachers. This paper focuses on only two sub research questions of the project, i.e. “Did the teacher participants of the project find the model of professional development as enacted by the EPMT project an innovation? How was it different or similar from traditional in-service courses they normally attended?” and “How did the strategies explored during the PD for “reasoning and communication” impact student learning?” The qualitative responses from the project participants affirm that the EPMT project was an innovative one, which not only was distinctively different from traditional in-service courses they normally attended but it also impacted student learning in their classrooms in meaningful ways.

Key words: Professional development, Mathematics teachers, Expert teacher knowledge, Singapore, School-based