A course on functions for in-service mathematics teachers: Changing the discourse

We describe a course for in-service high school mathematics teachers in which subject matter knowledge is foregrounded. The course was designed to deepen and broaden the teachers' knowledge of the function, a fundamental mathematical object. Using the commognitive idea that mathematics is a discourse with particular characteristics and that learning is a change or growth in discourse, we designed the course around resources that were expected to enable access to the discourse. Using teachers' written reflections on their weekly sessions in the course, we analyse the extent and the ways in which the resources did, in fact, enable such access.