This study contributes an understanding of the discursive component of a professional development program focused on middle school students? mathematical ideas and presents a methodological approach for investigating teachers? multifaceted knowledge of teaching mathematics. The teachers that formed the studied discursive community participated in planning and facilitating sessions of an after-school mathematics project for middle school students. Two research questions guided this study: (1) What about teachers? knowledge of pedagogy, mathematics, mathematics for teaching, and student?s epistemological understanding is revealed as they reflect on the facilitation of after-school sessions? and (2) What consequential decisions are made about their practice based on their discussions? The findings suggest that video data documenting teachers? reflections on their interactions with students provide researchers with a window into teachers? complex knowledge.

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