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2013a.00102 Valentin, Justin Mathematics teaching in the Seychelles: the challenges of reforming practices in a small developing state. Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 32, No. 2. Proceedings of the day conference, University of Sussex, UK, June 9, 2012. London: British Society for Research into Learning Mathematics (BSRLM). 82-87 (2012). 2012 London: British Society for Research into Learning Mathematics (BSRLM) EN B22 D32 D42 Seychelles primary education reforms teacher change Summary: This paper is drawn from the author's PhD research which aimed at investigating the outcomes of a primary mathematics teaching reform in Seychelles. As part of the research, 4 primary schools were chosen for the fieldwork. In each school the following activities were achieved: a) samples of mathematics lessons were observed followed by post lesson interviews with the teachers, b) a six-teacher focus group interview was held to gauge the teachers' experiences enacting the reform, and c) relevant documents were reviewed to acquire background data about the school and the reform. This paper is based on findings from the focus group interviews. The findings revealed that the reform benefited the implementers' practices but the schools were challenging sites for pedagogical reform. The results have implications for teacher in-service education and policy making on pedagogical reforms.