All teachers should be reflective practitioners, inclusive of interventions driven by a counting cycle of planning, implementing and reviewing, delivering quality outcomes. Professionalism has one essential feature it requires the exercise of complex, high level of professional judgments which involves varies mixers of specified knowledge, high level of cognitive skills, sophisticated personal skills abroad and relevant background and tacit knowledge. Teaching mathematics successfully cannot be made, technical or routine however through a combination of knowledge, experience and evidence ensuring that teacher’s professional judgments about mathematics, assessments, teaching, and learning are well informed. This will make teachers successful
